English Language Learners (ELL) has a diverse set of needs and presents a challenge to educators everywhere. ELL diversity needs created a new challenge that led Arizona Department of Education (ADE) to incorporate instructional programs that appear to have controversial practices. Laws such as Arizona’s English-only or Proposition 203(Prop 203) directly affect instructional practices across the state. Arizona implemented a four-hour block of English immerging classes for students who needed to master English. The purpose was to reveal if Arizona’s English-only approach to instruction is effective in helping ELL acquire language and core academics through the prospective of elementary teachers. In this quantitative study, elementary teachers from two districts provided their perception of ELL experiences in Arizona classrooms Kindergarten through third grade. Volunteer participants responded to 20 survey questions that were examined and compared through t-test analysis. The comparative results of this current study indicated no significant difference in teacher perception of ELL between districts. Both, districts had similar responses toward ELL and agreed English-only instructional settings were positive for elementary students. Information gathered showed there is still a great concern for ELL core academics measures. Further discussion suggested English-only instruction with limited home language support does work in an elementary setting where all children are still developing their formal language skills.
Keywords: Arizona, English acquisition, English Language Learners, English-only, t-test
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/06(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, Elementary education, Curriculum development|
|Keywords:||Arizona, English language learners, English only, Program implementation, Quantitative, Teacher perspectives|
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