An Argument for Culturally Relevant and Responsive Pedagogy: A Content Analysis of One Eighth Grade Emergent Bilingual Curriculum
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Spring 5-1-2026
Abstract
This study examined the alignment of a secondary English as a Second Language (ESL) curriculum with culturally relevant pedagogy and culturally responsive teaching. Using qualitative content analysis, curriculum documents were analyzed across four dimensions: teaching objectives, learning objectives and mastery demonstration, instructional materials, and delivery methods. An a priori framework, grounded in twelve pedagogical characteristics identified by Gloria Ladson-Billings and Geneva Gay and their corresponding oppositional counterparts, guided the analysis. Findings revealed uneven alignment across curriculum dimensions, with strengths in academic rigor and organizational structure alongside gaps in culturally affirming, critical, and emancipatory practices. The presence of oppositional characteristics further indicated patterns that may limit the implementation of culturally responsive instruction. Overall, results highlight the need for more intentional and critically informed curriculum design to better support equitable and inclusive educational experiences for emergent bilingual students.
Advisor
Kathryn Dixon
Subject Categories
Education
Recommended Citation
Brown, Diana LeAnn Simmons, "An Argument for Culturally Relevant and Responsive Pedagogy: A Content Analysis of One Eighth Grade Emergent Bilingual Curriculum" (2026). Electronic Theses & Dissertations. 1351.
https://lair.etamu.edu/etd/1351
