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 11th and 12th 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.