General Education Teachers and ELL Students: Examining One District’s ELL Instruction Through the Lens of the Classroom Teachers

This dissertation examines one district’s ELL instruction through the eyes of the general education classroom teacher. The purpose of this study was to explore general education teachers’ experiences working with students whose native language is not English. Data for this study came from one large suburban school district in Kansas. The number of English Language Learners (ELLs) is the fastest growing population within schools across the nation and this district. The ELL student population grew by 57 percent during a 15-year timeframe, and showed no signs of slowing down. As the number of students speaking a different language increases, so does the academic demands on educators. As a result, this district was a quality selection of study. Current literature examining general education classroom teachers and ELL students is sparse. Literature reviewed for this study included characteristics of ELL students throughout the United States and the state of Kansas, as well as the identification process, assessment of language proficiency, the different instructional models, stages of language acquisition, and public opinion. Literature did show a commonality among ELL students and students from low-socio-economic status families. Studies revealed different models of ELL instruction were employed by districts, as well as different language proficiency assessments and different requirements for teachers of ELL students. While there are federal mandates, there is much leeway in how those are implemented within the many districts in the country. The schools in this study used a pullout instructional model, a coteaching model or a combination. Literature shows that some states require teachers to have certification in teaching students learning a second language, while others do not. In Kansas, ELL teachers must be certified in English Speakers of Other Languages. Review of assessments for language proficiency show that they do not agree on their emphasis of academic language, and they measure similar and dissimilar aspects of proficiency. Literature revealed there is a lack of consistency in determining a student’s language proficiency and means to demonstrate English proficiency vary among states. This district employs one of five assessments permitted in the state of Kansas as a means of determining placement and language proficiency. Using in-depth qualitative data from interviews, this study evaluated teachers at four schools, looking at each individual school and the district as a unit. Key findings indicated this district’s ELL population has higher rates of poverty and higher mobility rates compared to non-ELL peers. The educators had similar experiences and shared common observations. They want professional development and additional resources designed for ELL students. Educators shared frustrations with a lack of commonality among the schools in terms of ELL instructional model. Key areas of concern as a result were a lack of specific ELL instruction, translation services, and ELL-specific training. These are not unique issues to this district, and the greater concern is that as the ELL population continues to rise, districts are not closing the achievement gap for this population. There is a disconnect between statements by this district in its vision and its actions involving ELL students. The study revealed the need for exploration of relationships with community agencies, connections with families, and changing the face of education for ELL students. There is a need for the nation, and this district, to make a commitment to the education of ELL students