Dissertation/Thesis Abstract

Teachers of High School English Language Learners: Experiences and Observations on College Preparation
by Mora-Campos, Maria Isabel, Ph.D., Capella University, 2019, 148; 22622450
Abstract (Summary)

Research on the academic preparation of Latino/a English Language Learners (ELLs) indicates that the number of those students who are underprepared to pursue a college education upon reaching high school graduation continues to increase. This study focused on the perceptions of teachers who instruct English Language Learners. It centered on theories that interrelate teaching instructional practices, perceptions of students, educators’ lived and classroom experiences that contribute to motivating English Language Learners to pursue a college education. Additionaly, it examined through the teacher’s personal experiences with ELL students if participation in such programs impedes their chances of enrolling onto a public university, a state university, or a private college. The study found that there is a disproportionally inadequate education those student’s receive. The study identified a gap in the literature as it relates to limited preparation, personal connections, socioeconomic and cultural understanding that can potentially have a bearing on inculcating individuals to aspire to continue to seek a college education. This qualitative case study sought to derive meaning and understanding within a bounded system. The study focused on teachers of English Language Learners, their instructional practices, and their perceptions through their classroom experiences that contribute to motiving English Language Learners to pursue a college education.

The study purposefully selected fifteen ELL teachers’ who taught 11th and 12th-grade high school students. The study was conducted at two high schools located in a low socio-economic area of California. The lived experiences, and teachers’ perceptions served as the catalyst for a more concentric study. The data collected was categorized into themes, coded and identified by recurring patterns, strengths within the data in order to fully analyze the data; and to check for validity according to pre-established categories. The data was inputted and analyzed using the NVivo 12 software program to organize and identify patterns, themes within the data and that served to identify relationships within the data collected. The data was configured and generated into individual textural rich thick descriptions of the findings. The results indicated a significant relationship between teachers and students as having a barring on student’s education. The results did note a significant gap between Effective School Structures and Effective Strategies to help English Language Learners meet core requirements. Further research must be explored on overcoming the educational obstacles faced by English Language Learners through the perspective of the students.

Indexing (document details)
Advisor: Corkill, Philip
Commitee: Ray, Ted, Stabile, Christopher
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 81/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Higher education
Keywords: A-G Requirements, College Preparation, ELL Programs, Latino/a Students, Teacher Observations, Teacher Perceptions
Publication Number: 22622450
ISBN: 9781687945907
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest