This qualitative case study defined non-native English-speaking teachers (NNESTs) and described their backgrounds, personal and educational, and the instructional strategies NNESTs utilized in diverse classrooms. The overall aim of this study was to contribute to the field of education by providing useful insights of lived experiences of NNESTs and the instructional strategies they utilized within diverse classrooms. This study was conducted by interviewing, observing classroom practices, and collecting documents with NNESTs who were teaching in classrooms in Georgia elementary schools with at least 30% of the student population identified as limited English proficiency, according to data retrieved from the Governor’s Office of Student Achievement (2017).
The research described factors that have shaped NNESTs’ own learning experiences as English language learners (ELLs) and how these experiences have contributed to or affected their classroom instructional practices, especially for ELLs. This case study served to inform educators and others about NNESTs and the instructional strategies they utilized for student learners, especially ELLs.
Four major themes emerged from the analysis of data: (a) NNESTs have influential support systems, (b) NNESTs value learning, (c) NNESTs empathize with their students, and (d) NNESTs implement best practices. Results demonstrated that NNESTs’ cultural, personal, and educational backgrounds guided their pedagogical approaches in diverse classrooms.
|Commitee:||Goss, Susan, Bozeman, Debra|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Education, English as a Second Language|
|Keywords:||Best practices, Code switching, English language learner, Instructional practices, Non-native English-speaking teachers, Total physical response|
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