Abstract:
The purpose of this qualitative case study aimed to explore current perceptions of middle school content teachers and their abilities to effectively meet the educational needs of the students in their classrooms whose first language is not English. In addition, this study provided qualitative data to help identify the strategies used by middle school content teachers and the support they receive from schools in preparing to provide equitable instructional opportunities to English language learners (ELLs) compared to their native English-speaking peers. Participants included 10 middle school content teachers in Tennessee. All participants completed a survey consisting of both closed- and open-ended response questions. Analysis of responses submitted by participants indicated that many teachers are tasked with the responsibility to instruct ELLs in their classroom without having received much if any, related formal training, teachers need additional and ongoing access to support, training, and resources, and teachers of ELLs would benefit from increased opportunities for collaboration amongst content and ESL teachers. Based on the findings of the study, there are several practical implications for practice, research, and policy including that schools provide ongoing opportunities for professional development, the need to replicate the study with a larger sample group or in a different state to determine if similar results are produced, and urging the U.S. Department of Education and Office for Civil Rights to develop more specific guidelines for schools to follow in regard to implementation of effect ESL programs.
Keywords: English as a second language (ESL), English language learner (ELL), teaching, instruction, second language acquisition (SLA), middle school
