| Summary: | The focus of this study centers on interactions encountered by English Language Learners (ELLs) within one mid-Atlantic semi-urban school division, as well as their perceptions regarding school climate and culture. Through interviews with students, parents or guardians, teachers, and members of the administration teams at the middle and high school levels, this researcher will gain an enhanced insight and understanding into the various ways in which school climate and culture both directly and indirectly affect this unique population of pupils. While extensive research has been conducted in connection with English Language Learners and their experiences within schools, limited research has been discerned centering on the concept of determining the manner in which school climate and culture will allow these students to become integrated into the overall school community. This study will utilize a narrative inquiry method - four parents or guardians, four students, four teachers, and four principals will be interviewed to garner unaltered facts pertaining to ELL students and their interactions with fellow pupils and staff relating to school climate and culture. Furthermore, this study will also reflect upon the ideals of social justice and the fact that ELL students remain disenfranchised as compared to their native English-speaking counterparts. By analyzing the words of principals, teachers, parents or guardians, and students, this researcher will obtain first-hand knowledge which will ultimately become the basis for providing recommendations to improve school climate and culture for the betterment of all pupils within the school district.--Author's abstract
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