A case study of beliefs and culturally relevant practices of four kindergarten teachers and ESL reading achievement

This study examined beliefs and cultural based practices of four kindergarten teachers in rural southwest Georgia and English as a second language (ESL) learner reading achievement. The goal of teachers who teach ESL students is to increase student achievement and accelerate English fluency as quickly and proficiently as possible. Teachers are held accountable for what students learn regardless of race or socioeconomic background. Teacher beliefs often contribute to the integration of culturally relevant teaching practices that meet Georgia standards and the needs of every student. This study revealed how teacher beliefs and classroom practices tied to Georgia standards significantly helped to improve reading test summary scores of 80% of their ESL students on the Georgia Kindergarten Assessment Test.