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Case Study : = Middle School Content Teachers' Experiences with Supporting Second Language Acquisition of Ells.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Case Study :/
Reminder of title:	Middle School Content Teachers' Experiences with Supporting Second Language Acquisition of Ells.
Author:	Paladino, Vanessa.
Description:	1 online resource (83 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-02.
Contained By:	Masters Abstracts International84-02.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319408click for full text (PQDT)
ISBN:	9798841732976

Case Study : = Middle School Content Teachers' Experiences with Supporting Second Language Acquisition of Ells.
Paladino, Vanessa.

Case Study :Middle School Content Teachers' Experiences with Supporting Second Language Acquisition of Ells. - 1 online resource (83 pages)

Source: Masters Abstracts International, Volume: 84-02.

Thesis (Ed.S.)--Austin Peay State University, 2022.

Includes bibliographical references

The purpose of this qualitative case study aimed to explore current perceptions of middle school content teachers and their abilities to effectively meet the educational needs of the students in their classrooms whose first language is not English. In addition, this study provided qualitative data to help identify the strategies used by middle school content teachers and the support they receive from schools in preparing to provide equitable instructional opportunities to English language learners (ELLs) compared to their native English-speaking peers. Participants included 10 middle school content teachers in Tennessee. All participants completed a survey consisting of both closed- and open-ended response questions. Analysis of responses submitted by participants indicated that many teachers are tasked with the responsibility to instruct ELLs in their classroom without having received much if any, related formal training, teachers need additional and ongoing access to support, training, and resources, and teachers of ELLs would benefit from increased opportunities for collaboration amongst content and ESL teachers. Based on the findings of the study, there are several practical implications for practice, research, and policy including that schools provide ongoing opportunities for professional development, the need to replicate the study with a larger sample group or in a different state to determine if similar results are produced, and urging the U.S. Department of Education and Office for Civil Rights to develop more specific guidelines for schools to follow in regard to implementation of effect ESL programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841732976Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

English as a second languageIndex Terms--Genre/Form:

542853
Electronic books.

Case Study : = Middle School Content Teachers' Experiences with Supporting Second Language Acquisition of Ells.
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500 $a Source: Masters Abstracts International, Volume: 84-02.
500 $a Advisor: Barnes, Zachary.
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504 $a Includes bibliographical references
520 $a The purpose of this qualitative case study aimed to explore current perceptions of middle school content teachers and their abilities to effectively meet the educational needs of the students in their classrooms whose first language is not English. In addition, this study provided qualitative data to help identify the strategies used by middle school content teachers and the support they receive from schools in preparing to provide equitable instructional opportunities to English language learners (ELLs) compared to their native English-speaking peers. Participants included 10 middle school content teachers in Tennessee. All participants completed a survey consisting of both closed- and open-ended response questions. Analysis of responses submitted by participants indicated that many teachers are tasked with the responsibility to instruct ELLs in their classroom without having received much if any, related formal training, teachers need additional and ongoing access to support, training, and resources, and teachers of ELLs would benefit from increased opportunities for collaboration amongst content and ESL teachers. Based on the findings of the study, there are several practical implications for practice, research, and policy including that schools provide ongoing opportunities for professional development, the need to replicate the study with a larger sample group or in a different state to determine if similar results are produced, and urging the U.S. Department of Education and Office for Civil Rights to develop more specific guidelines for schools to follow in regard to implementation of effect ESL programs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a English as a second language. $3 516208
650 4 $a Middle school education. $3 969762
653 $a English as a second language
653 $a English language learner
653 $a ESL teacher
653 $a Middle school
653 $a Professional development
653 $a Second language acquisition
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
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710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Austin Peay State University. $b Education. $3 3684553
773 0 $t Masters Abstracts International $g 84-02.
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