During the 2018-19 school year, only 55 ELL students out of 651 graduated in a Central Florida district. The problem addressed in this study was how well the ESOL endorsement courses prepared teachers to teach ELL students and how this endorsement influenced teacher-student relationships for success in higher education. The purpose of this qualitative study was to discuss teachers’ perceptions about their ESOL endorsement training and how the student-teacher connection influenced students’ transition to college. The conceptual framework for this research was based on the concept of constructivism. A qualitative method and case study design were used for the research. The target population included 10 ESOL endorsed teachers from one high school. Data from this study included two sets of 45-60-minute interviews and collected documents. Inductive analysis was used to examine and analyze the interviews, which consisted of open-ended questions. The data were arranged into five themes and 15 subthemes to respond to the two research questions. The results of this study showed the need to renew the ESOL endorsement program with new up-to-date resources and to include follow-up courses that would benefit an in-school professional development for best practices and help change teachers’ and administrators’ mindsets for a positive and successful teaching environment. There is still limited research regarding teacher-student bonds and their influence on ELL students transitioning to college. Other areas have not been fully explored, like self-entitlement behavior, millennial mentality, and unwillingness to accept the new culture. Expanding on these topics will offer a more comprehensive vision of ELL students transitioning from high school to college.
|Commitee:||Reedy, David , Jenkins, Chris|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Higher education, Teacher education, Secondary education|
|Keywords:||English for Speakers of Other Languages, High School, Professional Development, English Language Learners, Student-teacher bond, Transitioning to college, ESOL endorsement training|
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