Narrative Inquiry: A Focus on Haitian Immigrant English Learners in the Mainstream Classrooms

Authors

Emma Caris Francois, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Major/Program

Educational Leadership

First Advisor's Name

Dr. Ethan Kolek

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Dr. Emily Anderson

Second Advisor's Committee Title

Committee member

Third Advisor's Name

Dr. Eric Dwyer

Third Advisor's Committee Title

Committee member

Fourth Advisor's Name

Dr. Daniel Saunders

Fourth Advisor's Committee Title

Committee member

Keywords

Comprehensive English Language Learning Assessment, demotivation, English Learner, English for Speakers of Other Languages, Every Student Act, Home Language Survey, Lau vs Nichols Discrimination Act, mainstream classroom, No Child Left Behind, Oral Language Proficiency Scale Revised

Date of Defense

11-9-2022

Abstract

This study sought to understand the engagement and/or disengagement of English Learners (ELs) of Haitian descent in mainstream classrooms in Miami-Dade County Public Schools (M-DCPS). Haitian students comprise the second largest group of ESOL (English for Speakers of Other Languages) students in M-DCPS after Hispanic Students (Statistical Highlights: MDCPS, 2020-2021, ELLevation, 2022). Mainstream classrooms are filled with ELs whose learning styles and needs differ from those of other students (Mooij, 2008). Haitian ELs face particular challenges as they are minoritized on the basis of language, race, and culture, and many be unprepared for secondary education in the United States (Pierre, 2018; Prichard, 2006). Though numerous research studies have been conducted regarding the experiences and engagement of ELs in general, very few have examined the particular experiences of Haitian ELs. The study was guided by the following research question: What do the stories of Haitian immigrants learning English in the mainstream classrooms reveal about their experiences of engagement and/or disengagement with their education?

Participants for this narrative inquiry study included six high school English Learners of Haitian descent in 11^th and 12^th grade in three high schools. I conducted three interviews with each participant via Zoom. I conducted the interviews in Haitian Creole, which allowed the opportunity to express themselves fully. Based on the interview data, I constructed two major themes (Transition Shocks and Causes of Disengagement) and six sub-themes: a) Registration Process, Block Schedule, and Cross-cultural Differences – subthemes of Transition Shocks), and b) Language Barrier, Marginalization and Lack of Resources – subthemes of Causes of Disengagement.

The findings of this study could help teachers in the mainstream classrooms use various approaches to assist their ELs of Haitian descent in M-DCPS become more engaged in school and increase their likelihood of success. For examples, teachers might publicly recognize students’ efforts, work differently with parents to encourage students’ participation in class, and more deliberately engage ELs in classroom conversation. I also provide recommendations for school principals and district leaders.

Identifier

FIDC010853

ORCID

0000-0002-7750-726X

Recommended Citation

Francois, Emma Caris, "Narrative Inquiry: A Focus on Haitian Immigrant English Learners in the Mainstream Classrooms" (2022). FIU Electronic Theses and Dissertations. 5226.
https://digitalcommons.fiu.edu/etd/5226