Open AccessEnglish Language Learner Instruction in Middle School Mainstream Classrooms
Author(s) -
Lakisha Mitchelle Nelson,
Michelle McCraney,
Ruby Burgess,
Sunddip Panesar-Aguilar,
Chris Cale
Publication year - 2021
Publication title -
global research in higher education
Language(s) - English
Resource type - Journals
eISSN - 2576-196X
pISSN - 2576-1951
DOI - 10.22158/grhe.v4n1p1
Subject(s) - ell , mainstream , cognitively guided instruction , professional development , mathematics education , psychology , population , consistency (knowledge bases) , perception , pedagogy , qualitative research , teaching method , sociology , vocabulary development , computer science , philosophy , social science , theology , demography , artificial intelligence , neuroscience
In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. The findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.