What Do Teachers Need to Support English Learners?

Abstract

This study explored K-8 teachers' perceptions of their preparation and the challenges they encountered in delivering instruction to culturally and linguistically diverse learners. Using a mixed method research design, data were collected through a web-based survey from teachers in the state of Michigan. Researchers used chi-square tests to investigate the relationship between teachers' preparation and their knowledge of their diverse learners' learning needs. Qualitative comments were examined, organized, and summarized to illustrate key themes in each question under study. Findings revealed that teachers' perceptions of their preparation to teach linguistically and culturally diverse students were correlated with cultural diversity or lack of cultural diversity in their classrooms. Whereas teachers stated they felt prepared to teach heterogeneous classes, they encountered challenges in delivering instruction to English learners. In addition, teachers stated that cultural awareness training did not adequately prepare them to integrate cultural elements in their daily instructional practices.

No English Learner Left Behind: How Can States and Teacher Preparation Programs Support Content-Area Practitioners?

“…During the academic year 2013-14, Michigan employed approximately 500 certified teachers to work with ELs, a ratio of about one teacher for every 176 ELs. However, most of these regular classroom teachers did not feel adequately equipped to meet the needs of ELs (Gomez & Diarrassouba, 2014;Hutchinson & Hadjioannou, 2012). In their mixed-methods case study about teacher perceptions of preparedness for teaching ELs, Hutchinson and Hadjioannou found that 65% of teachers did not feel prepared to teach ELs and only 22% said they tried to incorporate English as a second language (ESL) strategies into their instructional delivery.…”

“…Teacher preparation programs have often not provided their teacher candidates with the knowledge and skills allowing them to be effective professionals that can attend efficiently to the academic and learning needs of multiple audiences (Gomez & Diarrassouba, 2014). School districts, on the other hand, have been attempting to supply the needed knowledge and skills to these practitioners in the forms of professional development workshops.…”

“…The assumption behind these workshops is that once run, teachers are able acquire and apply what they have learned in their classrooms (Hutchinson & Hadjioannou, 2010). Research on teacher professional development workshops indicates that it is unlikely that the knowledge and skills presented at workshops transfer to classroom practice (Eun, & Heining, 2007, Gomez & Diarrassouba, 2014. Educational stakeholders, including national, state educational decision makers, and teacher preparation programs, ought to address that issue of preparation of regular classroom teachers.…”

Professional Development Used to Enhance K-5 Teachers’ Competencies Working with English Language Learners

“…Teachers relied upon PD opportunities such as graduate courses or single workshops to demonstrate teaching strategies for today's educational climate, however, these opportunities are currently insufficient to equip teachers with the necessary knowledge to educate ELL students properly (Khong & Saito, 2013). Professional development training can offer teachers ways to improve their self-efficacy and deepen their knowledge about ELL students (Tran, 2014), yet 57% of teachers reported needing additional training to offer sufficient instruction to ELL students (Gomez & Diarrassouba, 2014).…”

Professional learning for secondary teachers of English learners in an urban school district: examining systems of support

“…Much prior scholarship has examined teachers' attitudes about and feelings of preparedness to serve ELs (e.g. Durgunoglu and Hughes, 2010; Gomez and Diarrassouba, 2014; Rubinstein-Avila and Lee, 2014), and outlined the competencies teachers of ELs need to be effective (e.g. Bunch, 2013; Faltis et al , 2010; de Jong et al , 2013; Lucas and Villegas, 2011).…”