Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Dr. Joan Birringer-Haig

Second Advisor

Dr. James C. Coviello

Third Advisor

Dr. Stephen Kotok

Abstract

The purpose of this qualitative case study was to explore how Teaching English to Speakers of Other Languages (TESOL) teachers implemented Culturally Responsive and Sustaining Education (CRSE) practices to support Caribbean immigrant English Language Learners (ELLs) in suburban schools. Grounded in Ogbu’s cultural ecological theory and the CRSE framework, the study examined teachers’ beliefs, instructional practices, and professional experiences to understand how culturally sustaining pedagogy (CSP) influenced student engagement and academic growth. Eight middle school TESOL teachers who worked with Caribbean immigrant ELLs—speakers of Haitian Creole, Spanish, and English-based Creoles participated in the study. Data were collected through semi-structured interviews, a virtual focus group, and artifact review. Thematic analysis conducted in NVivo revealed three primary themes: integration of cultural identity in instruction, collaboration, and reflective practice. Findings indicated that CRSE enhanced students’ confidence, participation, and sense of belonging, while fostering deeper teacher-student connections. The study provided implications for practice, leadership, and policy, highlighting the need for teacher preparation programs, school leaders, and educational systems to institutionalize CRSE as a foundation for equity. Empowering Caribbean immigrant ELLs demanded sustained commitment to affirming cultural identity, valuing linguistic diversity, and ensuring access to culturally responsive learning environments.

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