Agricultural Leadership, Education, and Communication, Department of
Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research
First Advisor
Becky Haddad
Committee Members
Matt Kreifels, P. Troy White
Date of this Version
Winter 2025
Document Type
Project
Citation
Unpublished Master's Project, winter 2025
University of Nebraska-Lincoln
Abstract
In Nebraska’s rural agricultural education classrooms, increasing numbers of students learn English as a second language, yet support tailored for these learners remains limited. This study explores how English Language Learner (ELL) resources are organized, accessed, and utilized within Nebraska’s agricultural education system. Drawing on Bandura’s Social Learning Theory and leadership education frameworks, a qualitative document analysis examined state policies, Educational Service Unit (ESU) supports, and professional development materials. Findings reveal a coherent statewide policy overshadowed by uneven regional implementation and limited agricultural contextualization. Despite resource disparities and technological constraints, agricultural educators demonstrate leadership by innovating bilingual supports and fostering inclusivity. Recommendations include embedding ELL tools directly into agriculture curricula, enhancing teacher professional development with language-focused content, and establishing collaborative teacher networks. This work contributes to understanding how career and technical education can adapt to meet the linguistic and cultural needs of multilingual learners in rural settings.
Advisor: Becky Haddad
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Secondary Education Commons, Vocational Education Commons
Comments
Copyright 2025, Ellie Chitwood. Used by permission