This qualitative case study examined influences on mainstream teachers’ instructional decision-making and perceptions of English Learners (ELs) in Hawai’i public secondary education. Several influences on mainstream teachers’ instructional decisions were explored in this case study, including federal policy, teacher motivation, teacher perception, efficacy, mindsets, teacher empathy, and a monolingual culture in the American educational system. Additionally, this study investigated the extent to which mainstream teachers were implementing best practices and receiving professional development to support students who were not proficient in English. Mainstream teachers at a public secondary school in Hawai’i participated in semi-structured one-on-one interviews, and five participants voluntarily supplied lesson plans for document analysis. The study found that federally mandated language development targets and a monolingual culture in American academia had little to no influence on instructional decisions of mainstream teachers in Hawai’i. This study identified six factors of influence on mainstream teachers’ instructional decisions, and aimed to understand the differing perceptions mainstream teachers have about English learners while supporting second language acquisition. Urie Bronfenbrenner’s Human Ecology Theory was used to interpret and make sense of data collected. Recommendations to increase teacher practice were discussed based on research findings to support English learners as well as recommendations for future research.
|Advisor:||Tambascia, Tracy P.|
|Commitee:||Samkian, Artineh, Picus, Lawrence O.|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Instructional Design, Secondary education|
|Keywords:||Best practices, English learners, Factors of influence, Instructional strategies, Teacher perceptions, Hawaii, Human Ecology Theory|
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