The number of English Language Learner students (ELLs) has increased within the United States while the number of qualified teachers for these students has decreased. Students’ outcomes are related to the quality of education they receive. A teacher’s knowledge of and preparation for teaching ELLs influences students’ performance. Previous literature found that most classroom teachers do not feel qualified to teach ELLs. The purpose of this quantitative study was to explore the readiness of classroom teachers in teaching ELLs. The sociocultural framework of Bruner (1960) and Vygotsky (1978) aided in the exploration of teachers’ perceptions about the adequacy of instruction provided to ELLs. A sample of 256 conveniently selected teachers with no experiences teaching ELLs, one to three years of experience teaching ELLs, and four years or more of experience teaching ELLs shared their responses to the Teachers’ Perceptions of Teaching ELLs Collective Efficacy Scale survey items (Téllez & Manthey, 2015) and the Teacher Multicultural Attitude Survey (TMAS) (Ponterotto et al., 1998). Data was sorted, coded, and analyzed to understand differences in teachers’ perceptions of teaching ELLs based on years of experience working with these students. The participants’ responses helped design a professional development initiative that would address the needs of these teachers and improve overall student performance.
|Commitee:||Clemens, Randall F., Freeley, Mary Ellen, Parnther, Ceceilia|
|School:||St. John's University (New York)|
|Department:||SOE Department of Education Specialties|
|School Location:||United States -- New York|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Sociolinguistics, Curriculum development|
|Keywords:||English as a second language, English language learners, Perceptions, Sociocultural framework, Teacher Multicultural Attitude Survey (TMAS), Teaching ELLs Collective Efficacy Scale survey items|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be