Abstract
The number of English learners (ELs) entering middle schools continues to increase, and middle school content teachers are providing EL instruction face a considerable challenge. The problem studied in this research was the middle school content teachers’ insufficient understanding of ELs’ cultural background, needs, and interests. The literature review indicated middle school content teachers receive training or workshops based on the assigned subject taught and less on accommodating ELs. This qualitative case study aimed to explore middle school mainstream teachers’ preparations, perceptions, and experiences encountered while teaching ELs in one Maryland school district. Vygotsky’s (1978) sociocultural theory and the concept of the zone of proximal development framed the study. The research questions used to clarify the problem focused on the factors affecting ELs’ education, such as teachers’ preparation, perceptions, and experiences while teaching ELs in the mainstream classroom. Fifteen middle school content teachers took part in the study and answered the online questionnaire and interview questions in detail with interviews conducted one-on-one. Criterion sampling was used to identify the 15 teacher volunteers who completed online teacher questionnaires and one-on-one interviews. The data from two research instruments were cleaned, prepared, and analyzed, resulting in emergent themes. Based on the findings, there is a need for relevant professional development and in-service training for content teachers teaching ELs in the mainstream classroom. The need for greater collaboration among all stakeholders was suggested to support content teachers in more effectively instructing ELs.
References
Adams, B. L. (2018). Toward relevant immigrant pedagogy: Teacher and student interactions in an urban classroom. Journal of Behavioral & Social Sciences, 5, 119–
Retrieved on January 10, 2022, from https://bit.ly/3lReIK5
American College of Education. (2019). Institutional review board. Retrieved on January 10, 2022, from https://bit.ly/38qjXNE
Auslander, L. (2018). Building culturally and linguistically responsive classrooms: A case study in teacher and counselor collaboration. Journal of Ethnographic & Qualitative Research, 12, 207–218. Retrieved on January 10, 2022, from https:// bit.ly/3t2Y3Y0
Brown, C. L., & Endo, R. (2017). The challenges of differentiating instruction for ELLs: An analysis of content-area lesson plans produced by pre-service language arts and social studies teachers. Teacher Education & Practice, 30, 372–385. Retrieved on January 10, 2022, from https://bit.ly/3GuBEbm
Castrillón, L. J. V. (2017). The effects of Vygotsky’s sociocultural theory on second language acquisition and language input. ESPIRAL: Revista de Docencia e Investigación, 7, 91– 102. Retrieved on January 10, 2022, from https://bit. ly/38SKROw
Chin, W., Indiatsi, J., & Wong, G. (2016). ESL teacher candidates’ perceptions of strengths and inadequacies of instructing culturally and linguistically diverse students: Post clinical experience. Journal of Cultural Diversity, 23, 57–64. Retrieved on January 10, 2022, from https://bit.ly/3z4vGMY
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed-method approaches (5th ed.). Thousand Oaks, CA: Sage. Retrieved on January 10, 2022, from https://bit.ly/3wR6b02
Custodio, B., & O’Loughlin, J. (2020). Students with interrupted formal education: Understanding who they are. American Educator, 1, 9. Retrieved on January 11, 2022, from https://bit.ly/3PKKFl5
Lew, S. (2016). Science teachers’ ESOL professional learning and new hybrid identity development. Electronic Journal of Science and Mathematics Education, 20(3), 32–
Retrieved on January 12, 2022, from https://bit.ly/38VpNXF
Master, B., Loeb, S., Whitney, C., & Wyckoff, J. (2016). Different skills? Identifying differentially effective teachers of English language learners. Elementary School Journal, 117, 261–284. Retrieved on January 12, 2022, from https://bit.ly/38Yx1tT
Turkan, S. (2016). In-service teachers’ reasoning about scenarios of teaching mathematics to English language learners. The Mathematics Enthusiast, 13(1), 130-148. Retrieved on January 12, 2022, from https://bit.ly/3lU1WdY