A Phenomenological Study of Teacher Perspective on Implementing a Growth Mindset with English Language Learners

Autor/in	Frank, Anita Tyler
Titel	A Phenomenological Study of Teacher Perspective on Implementing a Growth Mindset with English Language Learners
Quelle	(2018), (206 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-7951-9
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; English Language Learners; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Teacher Expectations of Students; Positive Attitudes; Self Efficacy; Academic Persistence; Interpersonal Relationship; Student Motivation; Self Esteem; Teaching Methods; Faculty Development; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This qualitative research study explored effective strategies for implementing a growth mindset with English language learners from the perspective of teachers who embrace a growth mindset. Four research questions guided the investigation to identify personal practices that ESL teachers implemented in their classrooms. Snowball sampling was used for the selection of participants. The findings suggested that ESL teachers that self-identify with embracing a growth mindset specifically teach strategies that cultivate a growth mindset within ELL students. These teachers set high expectations for ELL students by setting non-negotiables such as positive thinking, belief in oneself, persistence, and putting forth effort. They also cultivated a growth mindset by engaging in conversations about growth, building relationships, embracing mistakes, being a personal example, practicing patience, grouping students, and tracking student growth. Based on these findings, the following implications are recommended for current and future teachers of English language learners: teach a growth mindset, set high expectations, create a culture of growth, motivate students, build confidence, and provide focused professional development for teachers. Keywords: English language learners (ELL), English as a Second Language (ESL), Growth Mindset, Limited English Proficient (LEP). [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/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01