UC Santa Barbara

ABSTRACT

Teachers’ Perceptions of a Newcomer Program

by

Maria Cristina Saucedo

The United States is a nation of immigrants and it continues to receive an influx of families, including school age children. Many school districts have developed programs to meet the language, academic, and social needs of these students and capitalize on students' rich and cultural resources. Research is accumulating on school practices that facilitate opportunities to learn and/or receive English language acquisition, literacy, content mastery, cultural adjustments and social emotional support (Hersi & Watkins, 2012).

This study utilized a qualitative case study approach to explore teachers' views of (a) their experiences in a newcomer program and (b) supports and professional development they have received in one southern California urban district with a sizable influx of immigrant families. An effort was made to understand teachers' experiences of the Program particularly in relation to programmatic change. Following a 2017 pilot study, four teachers who were active in the Newcomer Program were interviewed in 2018. In addition, the researcher served as participant observer in the Program for several years.

Case studies were developed for each teacher, and themes were highlighted across cases. Similarities were revealed among the teachers with regards to background, perceptions of program facilitators, perceptions of school's response to diversity, and professional development. Implications are discussed.