Leadership Studies Ed.D. Dissertations

Exploring the efficacy and training needs of classroom teachers to teach English language learners: a phenomenological case study

Date of Award

2023

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership Studies

First Advisor

Patrick Pauken (Committee Chair)

Second Advisor

Gordon Wade (Other)

Third Advisor

Kelly Wohlgamuth (Committee Member)

Fourth Advisor

Judith May (Committee Member)

Fifth Advisor

Kristina LaVenia (Committee Member)

Abstract

The purpose of this study was to explore the lived experiences and perceptions of teachers and administrators who work with English language learners (ELLs). English language learners are defined as students whose first, or native, language is something other than English. With ELLs being the fastest-growing student group in American K-12 schools, the number of teachers who have at least one ELL in their classrooms is also increasing (NCES, 2022). The literature indicates that many general education teachers who have ELLs for much of the school day have not received explicit training in specialized instructional pedagogy for ELLs and often feel ill-prepared to teach to the unique and diverse needs of ELLs. This phenomenological case study, which is framed in the theories of self-efficacy and teacher efficacy, used interviews and observations to determine the perceptions and needs of the educators in relation to ELLs. This study also analyzed physical and digital documents to gain a better understanding of the district’s policy towards ELLs, as well as the district’s ESL program. While students are referred to as ELLs, the instructional English language program in which they are served is referred to as ESL. The findings reveal that while teachers enjoy working with ELLs and feel confident to work with this unique population, they lack background knowledge of second language acquisition and instructional strategies to provide access to the content and curriculum for these linguistically diverse students. The implications for district leaders in policy and practice include the need to provide training not only for classroom teachers, but also for ESL teachers, administrators, and district staff. District staff also need to be aware of the district, state, and federal policy and obligations required of schools to meet on behalf of ELLs. Future research should include studies on the needs of ESL teachers and the needs of ELLs and their families. Additionally, a replication of this study should be conducted in smaller, rural and larger, urban districts with varied demographic populations of ELLs. This would allow districts to explore possible factors that contribute to a teacher’s efficacy to teach ELLs.

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