Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

David Allsopp, Ph.D.

Co-Major Professor

Lisa Lopez, Ph.D.

Committee Member

Ann Cranston-Gingras, Ph.D.

Committee Member

Zorka Karanxha, Ph.D.


critical consciousness, emergent bilinguals, instructional coaching, learning disability


This dissertation study reports the application of the Cultivating Critical Consciousness in Educators (CCCE) model for the collective cases of instructional coaching in one school. Overall, this conceptual model informed the coaching model, data collection, and data analysis by integrating three interacting concepts; 1) conscientização, the process of developing critical consciousness, (Carlson, Engebretson, & Chamberlain, 2005; Freire, 1970; King, 1991), 2) knowledge and practice as interdependent and interactive domains for cultivating teacher growth (Cochran-Smith & Lytle, 1999), and 3) tenants of culturally and linguistically responsive pedagogies summarized in three complementary strands: the Self, the Other, and the sociopolitical dimensions. Two kindergarten and two first grade teachers participated in one-on-one coaching cycles guided by this model. The goal of the instructional coaching was to support teachers’ development of sociolinguistic consciousness of language and learning needs of emergent bilingual students in reading. Through intensive and iterative coaching cycles, the researcher sought to understand sociolinguistic consciousness in terms of each teachers’ a) knowledge, b) practices, and c) understandings of the intersection of emergent bilinguals who may also have learning disabilities. The findings from each case contribute new insights into the lived experience of teaching emergent bilinguals. Additionally, each case was instrumental in the collective understandings of sociolinguistic consciousness. The report provides a rich account this particular group of teachers’ development of sociolinguistic consciousness and understandings of intersectionality of language and learning differences. Following the cross-case analysis, I discuss implications for how this model can be used by teacher educators and researchers to empower teachers to transform how they think about and address the needs of emergent bilinguals with intersectional identities in their classrooms.