Teachers' Understandings of L2 Acquisition, Strategies to Teach English Language Learners, and the Challenges They Face When Teaching These Students: An Exploratory Case Study

Autor/in	Castro, Enma
Titel	Teachers' Understandings of L2 Acquisition, Strategies to Teach English Language Learners, and the Challenges They Face When Teaching These Students: An Exploratory Case Study
Quelle	(2023), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The Florida State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-4093-1
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Second Language Learning; English (Second Language); Middle School Students; Knowledge Base for Teaching; Learning Processes; Misconceptions; Best Practices; Barriers; English Language Learners; Equal Education; Public School Teachers; Achievement Gap; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching theory; Theory of teaching; Unterrichtstheorie; Learning process; Lernprozess; Missverständnis
Abstract	Despite the promise of equal education opportunities for all students in the nation, the achievement/opportunity gap between English language learners (ELLs) and their non-ELLs peers persists. Time, effort, and resources of all kids have been invested in educational reforms to improve these students' outcomes without success (Darling-Hammond, 2007; Lopez & Iribarren, 2014; Polat et al., 2016; Soland & Sandilos, 2020). This outcome is also mirrored at a public middle school in Valley County (pseudonym) in Florida. Through semi-structured in-depth interviews and classroom observations, this single-case, qualitative study sought to explore teachers' understandings of the second language acquisition process, what they perceive as best practices, and what they perceive as the most pressing challenges when working with ELLs. Through a thematic approach, nine themes emerged which revealed that participants have a limited repertoire of ESOL strategies and a limited knowledge base of second language learning. Several misconceptions were evident regarding the way ELLs advance their second language and what educators consider barriers to ELLs' academic attainment. This may be the result of the non-participatory role teachers in this study have in ESOL Professional Developments (PDs). Their view of these trainings as ineffective and unpractical may have decreased their motivation to participate. Therefore, the school and district should provide teachers with coaching and meaningful PDs opportunities to help them develop the set of skills needed to better serve this student population. [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	2024/1/01