Date Approved
3-28-2019
Embargo Period
4-2-2019
Document Type
Dissertation
Degree Name
EdD Doctor of Education
Department
Educational Services and Leadership
College
College of Education
Advisor
Wassell, Beth
Committee Member 1
Ieva, Kara
Committee Member 2
Walpole, MaryBeth
Keywords
English language learners
Subject(s)
Limited English-proficient students
Disciplines
Bilingual, Multilingual, and Multicultural Education
Abstract
The purpose of this qualitative phenomenological study was to examine, through a social justice lens, how teachers, counselors and administrators describe their roles when working with English Language learners (ELLs). The study was conducted with four (N = 4) general education teachers ranging from grades 9-12, one ESL teacher (N = 1), one counselor (N = 1), and three administrators (N = 3) in one suburban school with a culturally and linguistically diverse student population. Qualitative data was collected through interviews. Results indicated that teachers lacked the necessary pedological skills and training to effectively instruct ELLs. Furthermore, the study revealed that current practices at the school and district level provided minimal supports and attention to ELLs. Drawing on the findings, the areas that demand attention include: the challenges faced by teachers; current school practices; and the types of supports teachers need. The study concludes with practical suggestions for serving ELLs, providing them with trained teachers and creating an inclusive environment that incorporates a fair and equitable educational experience for ELLs.
Recommended Citation
Cabrera, Myrtelina Martinez, "How do teachers, counselors, and administrators describe their roles in working with English language learners?" (2019). Theses and Dissertations. 2637.
https://rdw.rowan.edu/etd/2637