English Language Learner Instruction in Middle School Mainstream Classrooms

Lakisha M Nelson,Michelle M Mccraney,Chris Cale,Sunddip Panesar-Aguilar,Ruby Burgess

doi:10.22158/grhe.v4n1p1

Abstract

In a southeastern state, Grade 7 and 8 middle school general education teachers were not implementing cultural and individual instructional strategies consistently to support the academic achievement of the growing population of English Language Learners (ELLs). The purpose and key research questions of this qualitative study were designed to (a) identify what cultural relevant instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) identify what individual relevant instructional strategies, and (c) understand what perceptions teachers have regarding strategies to facilitate consistent implementation of cultural and individual instruction to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education teachers from a school district in a southeastern state. Data were gathered through semistructured interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied cultural instructional strategies to support the needs of ELLs, and their want of preparation and relevant professional development to instruct ELLs. The findings have implications for positive social change, including identifying areas where professional development and focused instruction on the cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived ability to support ELLs in the local school district.

Highlights

Changes in demographics have increased the number of culturally and linguistically diverse learners
The following research questions (RQs) guided this qualitative case study: RQ1: What cultural relevant instructional strategies do middle school seventh- and eighth-grade general education teachers in a southern state implement to support the academic achievement of English Language Learners (ELLs)? RQ2: What individual relevant instructional strategies do middle school seventh- and eighth-grade general education teachers in a southern state implement to support the academic achievement of ELLs? RQ3: What are the perceptions of middle school seventh- and eighth-grade general education teachers in a southern state regarding strategies to facilitate consistent implementation of cultural and individual instructional strategies for ELLs?
RQ2(Qualitative): What individual relevant instructional strategies do middle school seventh- and eighth-grade general education teachers in a southern state implement to support the academic achievement of ELLs? “Mind in society” (Vygotsky, 1978) RQ3(Qualitative): What are the perceptions of middle school seventh- and eighth-grade general education teachers in a southern state regarding strategies to facilitate consistent implementation of cultural and individual instructional strategies for ELLs? “Self-efficacy” (Bandura, 1977)

Summary

Introduction

Changes in demographics have increased the number of culturally and linguistically diverse learners. English Language Learners (ELLs), a heterogeneous and complex group of students with diverse educational needs, backgrounds, and abilities, are among the fastest-growing subgroup in U.S public schools (McFarland et al, 2018; National Center for Education Statistics [NCES], 2019). Increases in the ELL population have correlated to changes in educational policies on how general education teachers deliver instruction for culturally and linguistically diverse learners. Recognizing that there is an increasing number of ELLs, federal administrators mandated policies requiring teachers to accommodate culturally and linguistically diverse learners. ELL students’ demographic shifts changed the dynamics of classrooms when public school educators experienced an increase in school accountability pressure under the No Child Left Behind Act of 2001 (Spees, Potochnick, & Perreira, 2016). Results from the 2015 NAEP assessment indicated that only 4% of ELLs in eighth grade scored at or above the proficient level in reading (NAEP, 2015). The data trends from NAEP (see Figure 1) have piqued concerns when considering ELLs as the fastest growing population in U.S schools

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Conclusion