Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2026
Committee Chair or Co-Chairs
Ginger Christian
Committee Members
Danielle Colucci, William Flora
Abstract
English Learners represent one of the fastest-growing student populations in the United States, creating increased demands on secondary educators to support both language development and academic achievement. As accountability expectations continue to emphasize grade-level proficiency in English Language Arts (ELA), educators serving English Learners must navigate the intersection of English language proficiency standards and content-area instructional requirements. While English Language Proficiency Assessment for the 21st Century (ELPA-21) standards are intended to support language acquisition and access to academic content, educators often face challenges integrating language development goals with grade-level ELA expectations. As such, secondary educators play a critical role in facilitating language growth while ensuring students have access to rigorous academic instruction.
The purpose of this phenomenological study was to explore the lived experiences of secondary educators integrating English Language Proficiency Standards and grade-level English Language Arts (ELA) standards for English Language Learners. The researcher explored how educators perceived, experienced, and responded to the instructional and accountability demands associated with supporting English Learners in secondary educational settings in East Tennessee schools. Semi-structured interviews were conducted with secondary educators and English as a Second Language (ESL) teachers, in addition to the review of relevant instructional and organizational documents. Data were analyzed using phenomenological methods to identify common meanings and shared experiences across participants.
Findings revealed evidence-based practices to support educators who experience ongoing challenges balancing language acquisition with grade-level academic expectations. All 12 participants described the complexity of aligning language proficiency standards with content-area requirements while adapting curriculum and instruction to meet diverse linguistic and academic needs. Findings further highlighted the importance of relationships and collaboration in supporting English Learners, as well as the need for increased professional learning, instructional resources, and systemic support for educators. The findings contribute to the growing body of literature related to English Learners in secondary settings and offer recommendations for educational leaders, policymakers, and practitioners seeking to improve instructional alignment and support systems for English Learners.
Document Type
Dissertation - unrestricted
Recommended Citation
Herrell, Calleigh, "Navigating Dual Standards: Secondary Educators Integrating English Language Standards to Achieve English Proficiency" (2026). Electronic Theses and Dissertations. Paper 4746. https://dc.etsu.edu/etd/4746
Copyright
Copyright by the authors.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Secondary Education Commons
