Table Of ContentCalifornia State University, San Bernardino
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6-2014
UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY
ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL
DISTRICT
Joseph W. Boffa
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THE VISTA CANYON UNIFIED SCHOOL DISTRICT" (2014). Electronic Theses, Projects, and Dissertations.
88.
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UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH
LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT
A Dissertation
Presented to the
Faculty of
California State University,
San Bernardino
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
in
Educational Leadership
by
Joseph William Boffa II
June 2014
UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH
LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT
A Dissertation
Presented to the
Faculty of
California State University,
San Bernardino
by
Joseph William Boffa II
June 2014
Approved by:
Dr. Louie F. Rodriguez, Committee Chair, Education
Dr. Bonnie Piller, Committee Member
Dr. Donna Schnorr, Committee Member
© 2014 Joseph William Boffa II
ABSTRACT
Many researchers have attempted to identify best practices, habits, and
conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is
clear EL students pose unique and significant challenges, yet unclear what strategies
and program models educators can implement to motivate learning, improve
educational experiences, and appropriately acknowledge and reward these learners’
accomplishments. Few studies have attempted to determine the difficulties and
challenges associated with academic success and probability of graduation for Late-
entry English Learners (LEELs), defined as those entering the school system as eighth-
through-twelfth grade students. Their test scores weigh heavily on high-stakes
standardized testing accountability measures. Late-entry ELs are often shortchanged
when it comes to resources and teachers. The California Commission on Teacher
Credentialing reports nearly 7500 teachers currently teaching EL students without
proper authorization as there simply are not enough teachers to meet the need. This
study will give LEELs a voice to describe their educational experiences and perceptions
of pertinent hurdles. They will share recommendations of best practices for Late-entry
ELs and for the administrators and educators who serve them. The study draws
attention to LEEL experiences, honoring them, while informing educational leaders
regarding practices that may alleviate educational obstacles. Additionally, the study
seeks to ascertain the best way to foster academic success for LEELs. This research is
valuable as EL populations continue to grow in California and across the nation.
iii
ACKNOWLEDGEMENTS
I would first like to acknowledge all of the wonderful professors,
administrators and support staff who have made the past few years at California
State University, San Bernardino incredibly interesting, rewarding and
enlightening. I would especially like to thank my prodigious, unparalleled
dissertation committee, without whose tireless and talented efforts I would not be
completing this heartfelt, poignant research.
Dr. Bonnie Piller has been a kind, positive, loving and guiding force from
the moment I applied to the doctoral program, and continues to give me strength
and stability. I definitely needed, benefited and am thankful for the direction,
expertise and humor of Dr. Donna Schnorr. I am also forever grateful to a very
special mentor, Dr. Louie F. Rodriguez, who modeled leadership at every turn,
and instilled a sincere and benevolent passion continuously in our work.
I would also like to thank Dr. Doris Wilson, who has provided me with
great courage, confidence and opportunity to make a positive difference in the
lives of heroic Americans, with or without documentation - Late-entry English
Learners. I will never forget the doctoral program’s first and most beautiful
professor - Dr. Thelma Moore-Steward and her magnificent heartfelt laughter.
Dr. Moore-Steward and Dr. Wilson have taught me more than one could
ever learn in a classroom or a book, and I wish them tremendous strength, health
and happiness for many years to come…
iv
Dedicated
I must first publicly thank and love my remarkable and wondrous parents,
Joe and Rose Marie, whose endless love, zest for fun, and zeal for life endures
and sustains me to this day and beyond. We had no idea Mom held the financial
clout to get me started towards my dream of a doctoral degree. I am forever
indebted to her, and likewise to my exceptionally strong and tremendous siblings
and role models – Roxanne, Jill and Patrick; thank you for always allowing me to
be the well-protected, spoiled brat, and gracefully blessing me with incomparable
nieces, nephews and fun. God bless you.
I would like to thank and honor my great friend and colleague, Mr. Rogelio
“Roy” Garza, for his unwavering support, ceaseless wisdom and unparalleled
camaraderie in fighting the good fight towards equity, understanding and
compassion for Latino students – we are not yet finished.
As with everything in this wonderful life, I must dedicate this labor of love
to those who possess, accept and accord boundless, timeless agapé love
throughout and beyond our beautiful, blessed and extended family; to Patty - our
rock and moral compass; as beautiful as can be, inside and out; with a golden
heart of kindness and respect. And to our heavenly treasures – three unique and
special angels who inspire and amaze us on a daily basis; Shannon, Emily and
Jay, our trifecta of love, life, laughter and happiness – turn on your love light, and
let it shine…
v
TABLE OF CONTENTS
ABSTRACT ................................................................................................. iii
ACKNOWLEDGEMENTS ............................................................................ iv
LIST OF TABLES ........................................................................................ xi
LIST OF FIGURES ...................................................................................... xii
CHAPTER ONE: INTRODUCTION
Supreme Challenge ........................................................................... 1
Statement of the Problem ................................................................. 2
Purpose of the Study ......................................................................... 5
Assumptions ...................................................................................... 7
Delimitations ...................................................................................... 7
Key Words ......................................................................................... 8
Definition of Terms ............................................................................ 8
CHAPTER TWO: LITERATURE REVIEW
A Supreme Accomplishment – Success for Late-Entry English
Learners in our High Schools ............................................................ 13
Research Needed and Should be Heeded ........................................ 16
Lack of Equity for English Learners’ Education ................................. 18
Study Needed .................................................................................... 21
Who are the English Learners? ........................................................ 23
English Learners: A Wide Variety of Abilities and Needs ................... 28
Why Are We Testing Them? ............................................................. 30
vi
Validity and Reliability in Testing English Learners ............................ 34
History of English Language Development Instruction and Teacher
Preparation ........................................................................................ 37
Good Teaching Required ................................................................... 42
Program Models ................................................................................ 58
Current Perceived Best Practices ...................................................... 61
Newcomer Programs ......................................................................... 68
Conclusion ......................................................................................... 68
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
Introduction ....................................................................................... 70
Research Questions ......................................................................... 73
Underpinnings .................................................................................... 76
Restatement of the Research Purpose .............................................. 76
Specific Methodology and Why .......................................................... 77
Design Specifics and Instrumentation ................................................ 80
Data Collection Methods .................................................................... 83
Data Analysis ..................................................................................... 83
Validity ............................................................................................... 84
Role of the Researcher ...................................................................... 85
The World and I ....................................................................... 85
Culture and Approach ............................................................. 80
Self in Relation to Others ........................................................ 92
vii
From Self to System ................................................................ 94
Overview ............................................................................................ 95
CHAPTER FOUR: VOICES TELL THE STORY
Introduction ....................................................................................... 98
Part One: Participants ........................................................................ 100
Mayra Barragan ...................................................................... 100
Sahara Onder.......................................................................... 102
Ariana Figueroa....................................................................... 106
Lionel Bustamonte .................................................................. 111
Rocio Navarro ......................................................................... 114
Oscar Fuentes......................................................................... 118
Roberto Martinez ..................................................................... 121
Nancy Solaris .......................................................................... 123
Eva Cebedo ............................................................................ 126
Rachel Ramos......................................................................... 135
Maria Lopez ............................................................................ 138
Horacio Gutierrez .................................................................... 139
Part Two: Significant Themes –
Addressing the Research Questions ................................................. 141
Parents .................................................................................... 142
Documentation ........................................................................ 147
Finances ................................................................................. 150
viii
