Date of Award
Summer 8-23-2025
Document Type
Dissertation in Practice
Degree Name
Ed.D. in Teaching and Learning Sciences
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Kimberly Schmidt
Second Advisor
Rashida Banerjee
Third Advisor
Starla Sieveke-Pearson
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Belonging, Connection, Home language, Middle school, Multilingual learners, Multilingual learners in the linguistic minority
Abstract
This qualitative case study examines how multilingual learners in the linguistic minority (MLLMs) experience connection and belonging in a Rocky Mountain middle school. Although multilingual learners (MLs) have received increased attention, MLLMs, whose home languages are not widely spoken in the school context, remain overlooked. Grounded in Krashen’s (1982) Affective Filter Hypothesis and Wills and Shinar’s (2000) Supportive Functions of Belonging, this study explores how MLLMs navigate school, what fosters or hinders belonging, and how these experiences shape engagement.
Data from semistructured interviews, classroom observations, and field notes with eight MLLM students in grades 6–8 revealed that belonging was fostered by teacher support, meaningful peer relationships, structured classrooms, and academic success. Emotional validation, consistent environments, and companionship were central to positive experiences. Findings underscore the need for consistent, affirming school environments and strong support networks. Implications include professional development on structured and affirming classrooms, inclusive school communities, and creating spaces with multiple MLLM students. Future research should disaggregate MLLM subgroups and examine structural influences across contexts. By centering MLLMs’ voices, this study highlights belonging as a foundation for both social and academic success.
Copyright Date
8-2025
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Riley Stoffer
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
140 pgs
File Size
1.3 MB
Recommended Citation
Stouffer, Riley, "Belonging: Stories from Multilingual Learners in the Linguistic Minority" (2025). Electronic Theses and Dissertations. 2653.
https://digitalcommons.du.edu/etd/2653
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Elementary Education Commons, Language and Literacy Education Commons