Date of Award
Doctor of Education (EdD)
Curriculum & Instruction
Dr. Zulmaris Díaz
Dr. J. Joy Esquierdo
Dr. Leo Gómez
This qualitative case study aimed to better understand if culturally relevant pedagogy practices are happening in an early childhood dual-language classroom, and what knowledge does a bilingual teacher have of culturally relevant pedagogy. The theoretical framework is guided by the landmark theory of culturally relevant pedagogy by Gloria Ladson-Billings (1995). The research questions that guided this study were: (1) To what extend was culturally relevant pedagogy practices happening in an early childhood dual-language classroom? (2) What is the level of an early childhood bilingual teacher’s knowledge of culturally relevant pedagogy? The findings in this study suggest that the teacher, who shares similar cultural and linguistic background as the students, include some of the CRP components in online learning without receiving proper training. The exploration of the virtual lessons affirms the frequency of some CRP components happening in an early childhood dual-language online environment where emergent bilinguals are participating based on the three CRP criteria: the ability to develop students academically, willingness to nurture, and support cultural competence, and the development of sociopolitical consciousness.
Research has not yet been conducted relative to online environments in dual-language classrooms within the context of CRP. The findings from this study may have the potential to guide further investigations on the significant role of CRP implementation in online environments where emergent bilinguals are participating in improving their academic achievement.
Rasmussen, Myrna, "Implications of Culturally Relevant Pedagogy in Online Environments where Emergent Bilinguals Participate" (2021). Theses and Dissertations - UTRGV. 946.