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How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?/
Author:	Martinez Cabrera, Myrtelina.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807163
ISBN:	9781392029022

How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?
Martinez Cabrera, Myrtelina.

How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners? - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 175 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Rowan University, 2019.

This item must not be sold to any third party vendors.

The purpose of this qualitative phenomenological study was to examine, through a social justice lens, how teachers, counselors and administrators describe their roles when working with English Language learners (ELLs). The study was conducted with four (N = 4) general education teachers ranging from grades 9–12, one ESL teacher (N = 1), one counselor (N = 1), and three administrators (N = 3) in one suburban school with a culturally and linguistically diverse student population. Qualitative data was collected through interviews. Results indicated that teachers lacked the necessary pedological skills and training to effectively instruct ELLs. Furthermore, the study revealed that current practices at the school and district level provided minimal supports and attention to ELLs. Drawing on the findings, the areas that demand attention include: the challenges faced by teachers; current school practices; and the types of supports teachers need. The study concludes with practical suggestions for serving ELLs, providing them with trained teachers and creating an inclusive environment that incorporates a fair and equitable educational experience for ELLs.

ISBN: 9781392029022Subjects--Topical Terms:

1241290
English as a Second Language.
Subjects--Index Terms:

Administrators

How Do Teachers, Counselors, and Administrators Describe Their Roles in Working with English Language Learners?
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520 $a The purpose of this qualitative phenomenological study was to examine, through a social justice lens, how teachers, counselors and administrators describe their roles when working with English Language learners (ELLs). The study was conducted with four (N = 4) general education teachers ranging from grades 9–12, one ESL teacher (N = 1), one counselor (N = 1), and three administrators (N = 3) in one suburban school with a culturally and linguistically diverse student population. Qualitative data was collected through interviews. Results indicated that teachers lacked the necessary pedological skills and training to effectively instruct ELLs. Furthermore, the study revealed that current practices at the school and district level provided minimal supports and attention to ELLs. Drawing on the findings, the areas that demand attention include: the challenges faced by teachers; current school practices; and the types of supports teachers need. The study concludes with practical suggestions for serving ELLs, providing them with trained teachers and creating an inclusive environment that incorporates a fair and equitable educational experience for ELLs.
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