In the last decade, the number of English Learners (ELs) in higher education has significantly grown due to the increase of immigrants and refugees coming to the United States. For these students, attending community colleges is usually the first foray into higher education. This is particularly the case in New England, which is experiencing rapid demographic changes in its student population. To serve these students, community colleges have expanded their offering of a variety of English as a Second Language (ESL) courses. However, several studies indicate that ESL programs are failing to effectively support the needs of ELs. Research strongly suggests that encouraging the use of students' home culture and language in ESL contexts can validate ELs' cultural identity, and positively impact their English acquisition. The purpose of this three-article mixed-methods dissertation study was to investigate the orientations and practices of instructors and staff serving ELs in community college, using Culturally and Linguistically Responsive Pedagogy (CLRP) as a holistic theoretical lens for the analysis of data collected through a survey and semi-structured interviews. Findings indicate that most participants described using practices consistent with CLRP to serve ELs. However, the data collected show evidence of challenges to the implementation of CLRP, including those resulting from a limited knowledge of ELs home cultures and languages, and a need for professional learning in CLRP. The study also provides direction for future research, and implications for policy and practice toward the design of educational resources that foster inclusive learning and are anchored in CLRP principles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]