Challenging Deficit-Thinking Views About English Language Learners Utilizing Asset-Based Instruction

Abstract

This phenomenological study investigated how elementary teachers of English language learners understood and implemented elements of asset-based instruction from the lens of three language acquisition programs: structured English immersion, two-way dual language, and low-incidence English learner programs. Prior scholarship supports that teachers who enact asset-based instruction can improve minoritized English language learners’ educational experiences. Three theoretical constructs come together to form the conceptual framework for this study, including critical awareness, authentic cariño (caring), and community responsiveness.The study consisted of in-classroom observations, semi-structured interviews, and a collection of classroom artifacts and lesson resources. Five teachers selected through purposeful sampling participated in this study. The findings revealed that the participants, deemed effective culturally responsive teachers, enacted the elements of asset-based instruction in several ways irrespective of the language acquisition program in which they taught, most notably by building deep relationships with students, fostering a safe learning environment, affirming students’ worth, and practicing authentic cariño. In addition, although teachers implicitly understood the characteristics of educator critical awareness, the findings revealed that it would benefit teacher preparation programs and school district professional development programs to include explicit training on the historical contexts and deficit narratives that impact English language learners.