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Perspectives on English Language Lea...

Thompson, Stacie.

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Perspectives on English Language Learner Programs: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives on English Language Learner Programs: A Case Study./
Author:	Thompson, Stacie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	156 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13900155
ISBN:	9781392288429

Perspectives on English Language Learner Programs: A Case Study.
Thompson, Stacie.

Perspectives on English Language Learner Programs: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 156 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Lindenwood University, 2019.

This item must not be sold to any third party vendors.

English language programs across the country have experienced a recent swell in English language learner enrollment (McFarland et al., 2017). In this qualitative case study, the researcher elicited the perceptions of multiple groups of individuals directly impacted by the English language program in District B. Two elementary principals, five general education classroom teachers, three English language teachers, two English language paraprofessionals, and five English language learners were interviewed to gain perspective on the current status and effectiveness of the English language program in District B. Little research has been conducted on the perceptions of teachers and the implementation of English language programs in schools. Several shared views on the English language program in District B were identified after data were examined. Teacher participants of the study agreed English language learners gained more from the pull-out instructional model than the push-in model and also believed more collaboration time between general education teachers and English language staff to be necessary. Each of the five English language staff participants agreed with the perception of student achievement being increased through pull-out instruction facilitated by a certified English language teacher. Professional development for general education teachers in meeting the needs of English language learners in the general education classroom surfaced as a need. In addition, general education teachers requested supplementary resources for English language learners. Conclusions reached following this case study may assist school leaders in District B to evaluate and meet the needs of English language learners.

ISBN: 9781392288429Subjects--Topical Terms:

3423938
English as a Second Language.
Subjects--Index Terms:

English language learner

Perspectives on English Language Learner Programs: A Case Study.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Fransen, Shelly.
502 $a Thesis (Ed.D.)--Lindenwood University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a English language programs across the country have experienced a recent swell in English language learner enrollment (McFarland et al., 2017). In this qualitative case study, the researcher elicited the perceptions of multiple groups of individuals directly impacted by the English language program in District B. Two elementary principals, five general education classroom teachers, three English language teachers, two English language paraprofessionals, and five English language learners were interviewed to gain perspective on the current status and effectiveness of the English language program in District B. Little research has been conducted on the perceptions of teachers and the implementation of English language programs in schools. Several shared views on the English language program in District B were identified after data were examined. Teacher participants of the study agreed English language learners gained more from the pull-out instructional model than the push-in model and also believed more collaboration time between general education teachers and English language staff to be necessary. Each of the five English language staff participants agreed with the perception of student achievement being increased through pull-out instruction facilitated by a certified English language teacher. Professional development for general education teachers in meeting the needs of English language learners in the general education classroom surfaced as a need. In addition, general education teachers requested supplementary resources for English language learners. Conclusions reached following this case study may assist school leaders in District B to evaluate and meet the needs of English language learners.
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