Term
Summer 2018
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Michelle Benegas
Secondary Advisor/Reader One
Michal Moskow
Peer-Reviewer/Reader Two
Katherine Nelson
Abstract
The research question addressed in this paper is: How are feelings of motivation observed in and
reported by English learners when they are educated in culturally relevant ways? Using Ladson- Billings’ definition of Culturally Relevant Pedagogy, Ryan and Deci’s self-determination theory
of motivation, and Gonzalez’ definition of culture as lived experience, the author conducts classroom research with fourth grade English learners in an urban setting in the American Midwest. Student surveys, teacher observations, and field notes are used for the duration of two co-taught lessons that can be classified as being culturally relevant. One lesson introduces the metaphor to students of culture as an iceberg, and the other is a student-led book club lesson. Results show that English learners report and can be observed portraying feelings of motivation based on four specific motivators related to culturally relevant pedagogy: cooperation, choice, academics, and self-reflection.
Research Methodology
Action Research
Keywords
Achievement, ESL/ ELLs, Motivation, Teachers/ Teaching
Recommended Citation
McClain, Joy, "Culturally Relevant Pedagogy And Student Motivation: An Applied Study Of Their Relationship In Fourth Grade English Learners" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4439.
https://digitalcommons.hamline.edu/hse_all/4439