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This case study highlights the social-cultural relevant pedagogical impact a bilingual teacher has on the middle school ESL classroom through her Latina identity and lived experiences. The findings suggest that the efforts by the ESL teacher are solidifying ethnic-linguistic identity and creating opportunities for EL students through immeasurable success by stressing high achievement goals like less attrition, no in school suspension, leadership training, strong desire to exit the ESL program and be ready academically for high school, willingness to maintain a grade point average. Despite these successes in the ESL classroom the school needs greater support for the EL population, which might include greater awareness and celebration of the linguistic diversity in the school, inclusive parent-involvement, hiring more linguistic diverse teachers that match the school´s minority teacher-student ratio, re-evaluate native-born ELs that do not exit ESL, establish an inclusive school wide academic program, re-evaluate the 45-minute block of ESL instruction, and finally create a communal (online) space where frustrations and concerns can be vetted by students and parents.

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Ubeda, Edwin
Education and TrainingPh.D., Southern Illinois UniversityEducation - Curriculum and InstructionMS.Ed., Western Illinois UniversityBilingual Education and Multicultural EducationBA, Monmouth CollegePhilosophy and Spanish

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