Exploring English as a second language (ESL) practices in suburban public schools

Abstract

The purpose of this study was to identify and document suburban ESL practices as they relate to ELL achievement in three high-performing suburban public school districts in Massachusetts. The researcher followed a qualitative design for the multi-case study and primarily gathered data through interviews with Assistant Superintendents, ELL coordinators, focus groups with teachers and the review of ELL documentation. Twenty-three participants across the three high performing suburban school districts were interviewed. The study initially yielded two sets of findings. The first set of findings was resonant with SEI best practices, the literature and second language acquisition theory. The second set of findings went beyond SEI best practices, the literature and second language acquisition theory; therefore, honing three key findings: (1) high performing suburban public school districts that are meeting the needs of ELLs maintain a systemic culture of success for all students that is communicated vertically from administration to teachers. (2) high performing suburban public school districts that are meeting the needs of ELLs employ ample, highly qualified ESL staff. (3) high performing suburban public school districts that are meeting the needs of ELLs are engaging in extended school activities to promote ELL achievement and to engage families of ELLs. The key findings could potentially have implications on the micro and macro levels. On a micro level, the findings could serve as an ESL program framework for other suburban public schools that are also experiencing an influx in ELLs. On a macro level, the findings have the potential to inform SEI and ESL policy.