Lost Opportunities: Challenges Confronting Four Teachers of English-Language Learners

Abstract

This article presents findings from a qualitative study of instruction provided by 4 monolingual English-speaking teachers to English-language learners in grades 4, 5, and 6. During these years, students are experiencing the transition from specialized or native-language academic instruction to exclusive instruction in English. Based on classroom observations during language arts/literacy lessons and teacher interviews, I articulate and discuss challenges and obstacles facing teachers of these students. In particular, I focus on the unresolved tension between the teachers' sense that they should patiently provide students with opportunities to express their ideas and thoughts in a relatively unfamiliar language and their desire for fast-paced lessons and correct English-language usage. I also describe the sense of distance these teachers feel toward their students. I describe how this tension is exacerbated by the unfocused and unstructured language arts curriculum in the school district, which provides few guidelines for teaching essential English-language skills and provides improper techniques for vocabulary development. I attempt to help readers understand the reasons so many teachers retreat from meaningful, focused instruction with English-language learners. The article concludes with several suggestions for addressing this serious national problem.