Can Online Education Be the Answer?

Abstract

The number of English Language Learners (ELLs) is increasing rapidly in American schools, and mostly, they are enrolled in mainstream classes. This means that mainstream teachers have an important role in the academic success of these students. However, research on mainstream teachers and ELL students suggests that mainstream teachers may have negative perceptions of ELLs, and they may use the wrong approach to teaching these students, owing to their lack of knowledge in ELL education. This study aims to demonstrate how online classes on ELL education, and developing online communities of practice, might change mainstream teachers' methods of instruction of ELLs. The results showed that mainstream teachers significantly changed their perceptions and instructional strategies for teaching ELLs as a result of taking online classes, and particularly, online discussions had an important role in this change of perception. Some implications for developing online ELL education courses for pre-service and in-service teachers are also provided.