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Understanding current teaching pract...

Newbold, Wendy L.

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Understanding current teaching practices used by mainstream teachers with English language learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Understanding current teaching practices used by mainstream teachers with English language learners./
Author:	Newbold, Wendy L.
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599487
ISBN:	9781303487750

Understanding current teaching practices used by mainstream teachers with English language learners.
Newbold, Wendy L.

Understanding current teaching practices used by mainstream teachers with English language learners. - 117 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

English Language Learners (ELLs) currently enrolled in public education are often required to learn in settings that are not conducive to second language learning. Learning in these settings has resulted in low reading scores and high ELL dropout rates at the school that was the subject of this study. To address this problem, the purpose of this study was to understand the current teaching practices used by mainstream educators whose classes included students who spoke English as a second language. Grounded in Brunner's theory of learning and language acquisition, which holds that learning originates from evolving lived and shared experiences, an intrinsic case study was conducted. The research question guiding this study was based on the current practices of mainstream teachers who are teaching ELLs. Data were collected from 10 elementary teachers through individual interviews and classroom observations. Typological and inductive analyses of the data were used to code, sort, and analyze the data. Key findings indicated that there was a general understanding of ELL practices; however, educators were using a one-size-fits-all approach, an approach not supported by research. Recommendations included improvements in using effective strategies and in creating individualized student strategy plans. A recommendation for school districts was to adopt strategy plans with checks and balances in place for administrators regarding the implementation of research-based strategies for ELL students. Findings from this study can affect social change in mainstream classrooms by increasing educator awareness of effective, research-based, individualized ELL teaching strategy plans in order to support the academic achievement and retention of ELL students.

ISBN: 9781303487750Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Understanding current teaching practices used by mainstream teachers with English language learners.
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245 1 0 $a Understanding current teaching practices used by mainstream teachers with English language learners.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Tom Cavanagh.
502 $a Thesis (Ed.D.)--Walden University, 2013.
520 $a English Language Learners (ELLs) currently enrolled in public education are often required to learn in settings that are not conducive to second language learning. Learning in these settings has resulted in low reading scores and high ELL dropout rates at the school that was the subject of this study. To address this problem, the purpose of this study was to understand the current teaching practices used by mainstream educators whose classes included students who spoke English as a second language. Grounded in Brunner's theory of learning and language acquisition, which holds that learning originates from evolving lived and shared experiences, an intrinsic case study was conducted. The research question guiding this study was based on the current practices of mainstream teachers who are teaching ELLs. Data were collected from 10 elementary teachers through individual interviews and classroom observations. Typological and inductive analyses of the data were used to code, sort, and analyze the data. Key findings indicated that there was a general understanding of ELL practices; however, educators were using a one-size-fits-all approach, an approach not supported by research. Recommendations included improvements in using effective strategies and in creating individualized student strategy plans. A recommendation for school districts was to adopt strategy plans with checks and balances in place for administrators regarding the implementation of research-based strategies for ELL students. Findings from this study can affect social change in mainstream classrooms by increasing educator awareness of effective, research-based, individualized ELL teaching strategy plans in order to support the academic achievement and retention of ELL students.
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773 0 $t Dissertation Abstracts International $g 75-02A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599487