東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Teacher Perceptions of the Challenges of Instructing Middle School English Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Perceptions of the Challenges of Instructing Middle School English Language Learners./
作者:	Hynes, Joan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	108 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28772775
ISBN:	9798492735319

Teacher Perceptions of the Challenges of Instructing Middle School English Language Learners.
Hynes, Joan.

Teacher Perceptions of the Challenges of Instructing Middle School English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 108 p.

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

Thesis (Ed.D.)--Trident University International, 2021.

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

Demonstrating proficiency in reading is essential for all students for everyday life and continued education. Promoting English language learners (ELL) academic and language development is a challenge for many teachers because they struggle to engage ELLs in linguistically responsive teaching practices. The problem addressed in this study was teachers at an urban middle school in Maryland were struggling to provide ELLs with instructional support to develop English language proficiency. The purpose of this qualitative study was to gain an understanding from the teachers' perspective of the challenges of instructing ELL students to develop English proficiency and exploring possible resources and training needs to strengthen instruction for this population of students. A basic qualitative case study to investigate teachers' perceived challenges, needs, and resources as appropriate to address the gap in practice related to English for Speakers of Other Languages instruction and ELLs' academic success at the target middle school. Fifteen teachers at the middle school were interviewed to determine their perceptions of (a) the strategies and practices they currently use to teach ELLs, (b) the challenges of teaching ELLs, and (c) resources and training needed to support ELL instruction. Based on the findings from the study, teachers of ELLs emphasized the need to have targeted professional development (PD). Planned and purposeful PD will assist general education teachers' knowledge and skills. Because the number of ELL students continues to grow locally and nationally, this PD can promote social change by enhancing teachers' knowledge and skills.

ISBN: 9798492735319Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

English language learners

Teacher Perceptions of the Challenges of Instructing Middle School English Language Learners.
LDR:02797nmm a2200349 4500 001 2346058
005 20220613064847.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798492735319
035 $a (MiAaPQ)AAI28772775
035 $a AAI28772775
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hynes, Joan. $3 3685097
245 1 0 $a Teacher Perceptions of the Challenges of Instructing Middle School English Language Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 108 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
500 $a Advisor: Hodges, Greg.
502 $a Thesis (Ed.D.)--Trident University International, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Demonstrating proficiency in reading is essential for all students for everyday life and continued education. Promoting English language learners (ELL) academic and language development is a challenge for many teachers because they struggle to engage ELLs in linguistically responsive teaching practices. The problem addressed in this study was teachers at an urban middle school in Maryland were struggling to provide ELLs with instructional support to develop English language proficiency. The purpose of this qualitative study was to gain an understanding from the teachers' perspective of the challenges of instructing ELL students to develop English proficiency and exploring possible resources and training needs to strengthen instruction for this population of students. A basic qualitative case study to investigate teachers' perceived challenges, needs, and resources as appropriate to address the gap in practice related to English for Speakers of Other Languages instruction and ELLs' academic success at the target middle school. Fifteen teachers at the middle school were interviewed to determine their perceptions of (a) the strategies and practices they currently use to teach ELLs, (b) the challenges of teaching ELLs, and (c) resources and training needed to support ELL instruction. Based on the findings from the study, teachers of ELLs emphasized the need to have targeted professional development (PD). Planned and purposeful PD will assist general education teachers' knowledge and skills. Because the number of ELL students continues to grow locally and nationally, this PD can promote social change by enhancing teachers' knowledge and skills.
590 $a School code: 1839.
650 4 $a Bilingual education. $3 2122778
650 4 $a Curriculum development. $3 684418
650 4 $a Education. $3 516579
653 $a English language learners
653 $a Professional development
653 $a Training
690 $a 0282
690 $a 0727
690 $a 0515
710 2 $a Trident University International. $b College of Education. $3 3281897
773 0 $t Dissertations Abstracts International $g 83-05A.
790 $a 1839
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28772775