ELA and ESL Educators’ Lived Experiences in Urban, Middle Level, Mainstream Classrooms

This ethnographic qualitative study explores best practices for English Language Learning (ELL) students by analyzing one particular co-taught 8th grade English Language Arts (ELA) classroom where students received instruction from both a trained ELA teacher and one certified in English as a Second Language (ESL). The results suggest that the ELA mainstream teacher, Mr. Scott, was disengaged in class; disinterested in his students; unaware of his students’ backgrounds and needs; unaware of professional development offered; resistant and resentful towards new pedagogical approaches; tentatively interested in but unaware of best practices; displayed unprofessionalism; and indifferent about students\u27 academic success. The ESL co-teacher, Ms. Beasley, overcame several obstacles to teach and when she taught; did not appear to have a supportive relationship with her co-teacher; received no support to teach her ELLs; was overworked and did everything herself; and was knowledgeable about and implemented effective best practices. Implications for school and research include classroom teachers becoming more aware of students’ and the supports they need; non-classroom teachers informing and educating classroom teachers of modifications, accommodations, proper diagnosis, and ways to support all students; and for administrators to have more control of situations happening in the building. Limitations include, but are not limited to, the researcher having one semester to conduct this study; using only one ELA and one ESL co-teacher; eliminating a third teacher due to time constraints; a second researcher was not employed; this study was conducted at one district; and this study focused on one age group of students in 8th grade