Date

5-2021

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)

Department

Liberal Studies

Major

Liberal Studies

First Advisor

Patty Whang

Abstract

The focus of this Capstone Project is on monolingualism in teachers as a result of subtractive education who are or are going to be working in linguistically diverse classrooms. This is an important issue for monolingual educators or students whose selected career path revolves around education because diversity within California has been on a steady rise and more students are English Language Learners (ELLs) trying to adapt to the norm of English within schools. An argument is made that monolingual teachers are at a disadvantage when it comes to working in linguistically diverse classrooms and there is not enough support to allow them to work with these ELLs in a deep and meaningful way that also produces success in the learning environment. The three primary stakeholder perspectives chosen were bilingual and monolingual educators, because they have personable experiences with the issue at hand as well as real world experience combating the problem. Three themes/action options emerged from an analysis of the data and explored as ways to address the issue presented. Increased use of Para teachers in classrooms is argued to be the most effective way to achieve the goals of monolingual teachers in linguistically diverse classrooms successfully being able to teach cross-culturally.

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