The purpose of the study was to investigate the level of use of English as a second or subsequent language strategies and research-based practices in the instruction of ELL students in Northeast Tennessee. The study sought to ascertain the perceptions of educators in Northeast Tennessee about teaching practices and beliefs in regard to the instruction of ELL students and to determine to what level these educators include ESL strategies and ESL research-based practices when teaching ELL students.
Participants in the study consisted of regular classroom teachers, English as a second language teachers, and principals from districts identified as ELL low density districts and ELL high density. A survey instrument was used to collect the data. The survey instrument was developed using a framework based on published research on proven practices identified and delineated in the literature review. The survey consisted of 45 questions and encompassed five dimensions: (a) instructional practices, (b) ESL strategies, (c) principles for building English language learners responsive learning environments, (d) staff development, and (e) instructional strategies.
The survey used a 5-point Likert scale with 3 open-ended questions. Findings from the Research-Based Practices Survey were analyzed by using descriptive and inferential statistics.
The study used 2-way ANOVAS to analyze the data and answer the research questions.
The finding of the study revealed significant difference in the mean scores for staff development between administrators and ESL strategies as a function of density and significant difference in the mean scores for staff development between administrators and all teachers (ESL teachers and regular classroom teachers) as a function of density.
|Keywords:||English Language Learner, ELL, ESL Strategies, Research-based Practices|
Assoicate Professor, Department of Educational Leadership and Policy Studies, East Tennessee State University, Johnsoncity, TN, USA
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