Advisor(s)
Josephine Prado
Committee Member(s)
Jennifer Summerlin
Lori Edmonds
Scott Snyder
Susan Spezzini
School
School of Education
Document Type
Dissertation
Department (new version)
Education
Date of Award
9-11-2025
Abstract
This multiple case study investigates the design, implementation, and impact of two secondary newcomer programs in Alabama, with a focus on Students with Limited or Interrupted Formal Education (SLIFE) and non-SLIFE English Learner (EL) newcomers. Grounded in Esteban-Guitart et al.’s (2023) framework of community funds of knowledge and identity, the study explores how these programs function as community educational ecosystems. Data were collected through interviews, observations, and document reviews across two school districts and analyzed using ethnographic and thematic methods. Findings reveal that when newcomer programs are intentionally designed to leverage community assets and cultural identities, they provide meaningful academic, social-emotional, and cultural supports. Key themes include staff identity and advocacy, culturally responsive pedagogy, flexible instructional pathways, and the importance of community partnerships. The study contributes to the growing body of research on newcomer education by highlighting the potential of such programs to foster equity and opportunity-to-learn for recently arrived ELs. Implications for policy, practice, and future research are discussed, emphasizing the need for sustainable, context-responsive educational ecosystems.
ProQuest ID
Recommended Citation
Floyd, Carl Anthony Jr, "Voices From Two Secondary Newcomer Programs In Alabama: A Multiple Case Study" (2025). All ETDs from UAB. 7436.
https://digitalcommons.library.uab.edu/etd-collection/7436
