Author Type

Graduate Student

Date of Award

Summer 6-24-2026

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

July 2026

Department

Curriculum, Culture, and Educational Inquiry

College Granting Degree

College of Education

Department Granting Degree

Curriculum and Instruction

Degree Name

Doctor of Philosophy (PhD)

Thesis/Dissertation Advisor [Chair]

Sabrina Sembiante

Abstract

This qualitative case study investigated how bilingual and monolingual English-speaking teachers support the wellbeing of Multilingual Learners (MLs) and which aspects of Transformative Social Emotional Learning (TSEL) these teachers perceive themselves incorporating with MLs. Data were collected through classroom observations, semi-structured interviews, and a focus group. Data analysis was conducted using open coding, axial coding, and constant comparative methods.

Findings indicate that teachers support MLs’ wellbeing by creating inclusive environments through intentionally planned lessons that center equitable opportunities for MLs to engage with the content. Furthermore, teachers perceive to utilize decolonizing practices to make the curriculum accessible for MLs. This study illustrates how intentionally planned instructional strategies that center equitable and inclusive spaces can serve as mechanisms to support MLs’ wellbeing, specifically by fostering a sense-of-belonging, affirming diverse identities, and increasing agency. This study contributes to the development of the TSEL framework by extending its application into multilingual spaces.

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