As Latino English language learners (ELL) flood national classrooms their non-Latino, English-speaking teachers are faced with meeting the academic needs of limited English proficient students who hail from cultures unlike their own. This study investigated actions taken by teams of non-Latino, English-speaking educators of Latino (ELL) in order to be effective teachers of this minority population. Two premises prompted the search for what enabled non-Latino English speakers to be effective teachers of this minority population. The supposition was that the non-Latino teacher of ELLs must have: (a) familiarity with the language of the minority; and (b) a high affinity for Latino cultures to affect learning. Support for neither premise was found in this research. However, a mediating factor emerged showing that teams who were successful in moving toward instructional effectiveness for their ELLs incorporated other professionals in the building. These additional team members spoke the minority languages and were familiar with the minority cultures. Two avenues of action found through rigorous readings was the focus of this research. Each was found to be beneficial in moving a collaborative team toward instructional effectiveness for their Latino ELLs. The first is for the team embedded within the bounds of a Professional Learning Community (PLC) to team well adhering to the principles of the PLC. The second is to build an environment of trust within the team. Implications for future research could include a comparison of PLC element and trust facet strength in a multicultural setting as opposed to a single minority.



College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Date Submitted


Document Type





Professional Learning Community, English-language learner, Latino, trust, instructional effectiveness, non-Latino teachers