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Teaching English Language Learners in Urban Middle and High Schools: A Case Study of Novice Content Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching English Language Learners in Urban Middle and High Schools: A Case Study of Novice Content Teachers./
Author:	Sobers-Charles, Marcia A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	153 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28767950
ISBN:	9798460499212

Teaching English Language Learners in Urban Middle and High Schools: A Case Study of Novice Content Teachers.
Sobers-Charles, Marcia A.

Teaching English Language Learners in Urban Middle and High Schools: A Case Study of Novice Content Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 153 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

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

This study centered on novice content teachers' self-efficacy for teaching English Language Learners (ELLs). English Language Learners in urban classrooms receive ineffective instruction while their middle-class, Caucasian peers continue to surpass them in academic achievement. Urban school districts struggle to close the achievement gap between ELLs and their peers. The purpose of this inquiry was to examine novice content teachers' perceptions of ELLs, their pre-service training, and in-service professional development opportunities affecting their self-efficacy for teaching ELLs. The Theory of Self-Efficacy, Second Language Acquisition Theory, and a global perspective grounded the theoretical framework for the study. A qualitative case study design facilitated a deeper understanding of the realities of novice content teachers teaching ELLs. Three research questions guided the inquiry: 1) What are novice content teachers' perceptions about ELLs in urban middle and high schools? 2) What are novice content teachers' perceptions of the effectiveness of pre-service training and in-service professional development in preparing them to teach in urban middle and high schools? 3) How efficacious do novice content teachers feel in teaching ELLs in urban middle and high schools? Seven participants completed a demographic survey, a teacher self-efficacy scale, and a semi-structured interview. Qualtrics and NVivo were the tools for the analysis, and emergent themes provided insight into participants' perceptions. Participants believed ELLs were capable of academic success in their classes but expressed feeling unprepared to teach ELLs. Those who had a personal connection with ELLs had higher self-efficacy scores than those who did not. Despite challenges, they acknowledged a positive rapport with ELLs, valued collegial support, and demonstrated resourcefulness. While they believed their self-efficacy for teaching ELLs increased over time, the pandemic negatively impacted most participants' self-efficacy. The results of the study indicate in meaningful pre-service experiences, and impactful professional development may shift teachers' perceptions, improve their self-efficacy and increase ELLs' academic achievement. Reform legislation would improve pre-service teacher preparation, and well-designed professional development activities would support teachers in delivering effective instruction for ELLs. Researchers should explore 1) new teachers' global perspectives and their resourcefulness, 2) content teachers' self-efficacy when they have TESOL credentials, and 3) school leaders' self-efficacy for providing effective feedback.

ISBN: 9798460499212Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

English language learners

Teaching English Language Learners in Urban Middle and High Schools: A Case Study of Novice Content Teachers.
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520 $a This study centered on novice content teachers' self-efficacy for teaching English Language Learners (ELLs). English Language Learners in urban classrooms receive ineffective instruction while their middle-class, Caucasian peers continue to surpass them in academic achievement. Urban school districts struggle to close the achievement gap between ELLs and their peers. The purpose of this inquiry was to examine novice content teachers' perceptions of ELLs, their pre-service training, and in-service professional development opportunities affecting their self-efficacy for teaching ELLs. The Theory of Self-Efficacy, Second Language Acquisition Theory, and a global perspective grounded the theoretical framework for the study. A qualitative case study design facilitated a deeper understanding of the realities of novice content teachers teaching ELLs. Three research questions guided the inquiry: 1) What are novice content teachers' perceptions about ELLs in urban middle and high schools? 2) What are novice content teachers' perceptions of the effectiveness of pre-service training and in-service professional development in preparing them to teach in urban middle and high schools? 3) How efficacious do novice content teachers feel in teaching ELLs in urban middle and high schools? Seven participants completed a demographic survey, a teacher self-efficacy scale, and a semi-structured interview. Qualtrics and NVivo were the tools for the analysis, and emergent themes provided insight into participants' perceptions. Participants believed ELLs were capable of academic success in their classes but expressed feeling unprepared to teach ELLs. Those who had a personal connection with ELLs had higher self-efficacy scores than those who did not. Despite challenges, they acknowledged a positive rapport with ELLs, valued collegial support, and demonstrated resourcefulness. While they believed their self-efficacy for teaching ELLs increased over time, the pandemic negatively impacted most participants' self-efficacy. The results of the study indicate in meaningful pre-service experiences, and impactful professional development may shift teachers' perceptions, improve their self-efficacy and increase ELLs' academic achievement. Reform legislation would improve pre-service teacher preparation, and well-designed professional development activities would support teachers in delivering effective instruction for ELLs. Researchers should explore 1) new teachers' global perspectives and their resourcefulness, 2) content teachers' self-efficacy when they have TESOL credentials, and 3) school leaders' self-efficacy for providing effective feedback.
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