The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners

Content Provider	Semantic Scholar
Author	Howell, CaSaundra Joyce
Copyright Year	2016
Abstract	The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners by CaSaundra J. Howell EdS, Walden University, 2013 MEd, Grand Canyon University, 2010 BS, Florida A & M University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2016 Abstract English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Bandura’s social cognitive theory in order to understand how these teachers might improve their instructional practices. A purposive sampling technique was used to identify potential participants. Data were collect through individual semi-structured interviews with 4 Grade 3 literacy teachers teaching ELLs. Data were analyzed using open coding and thematic analysis to identify emergent themes. The themes identified were inadequate professional development, lack of support at school, and lack of parental support impacting language acquisition of ELLs. Findings of this study can be used by school administrators, curriculum planning educators, and area superintendents to make decisions regarding the training of literacy teachers who teach ELLs. Based on findings from the study, a professional development program was developed for literacy teachers who teach ELLs to help them prepare students to graduate from high school. Implications for positive social change include providing strategies for literacy teachers at the study site to help ELLs pass standardized tests.English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Bandura’s social cognitive theory in order to understand how these teachers might improve their instructional practices. A purposive sampling technique was used to identify potential participants. Data were collect through individual semi-structured interviews with 4 Grade 3 literacy teachers teaching ELLs. Data were analyzed using open coding and thematic analysis to identify emergent themes. The themes identified were inadequate professional development, lack of support at school, and lack of parental support impacting language acquisition of ELLs. Findings of this study can be used by school administrators, curriculum planning educators, and area superintendents to make decisions regarding the training of literacy teachers who teach ELLs. Based on findings from the study, a professional development program was developed for literacy teachers who teach ELLs to help them prepare students to graduate from high school. Implications for positive social change include providing strategies for literacy teachers at the study site to help ELLs pass standardized tests. The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners by CaSaundra J. Howell EdS, Walden University, 2013 MEd, Grand Canyon University, 2010 BS, Florida A & M University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2016 Dedication This body of work is dedicated to my daughter, Markeisha, who believed in me when I often doubted myself. It was through her that I found the strength to persevere as I watched her stumble time and time again in pursuit of her dreams and stand taller each time she picked herself up! That’s my girl! To my little lady Kimari for listening to me read through countless drafts with such interest, as if it were her favorite story being read over and over again. Thank you both for believing in my dream and for your unwavering support. The two of you sacrificed so much “mommy” time while I submerged myself in what seemed like never-ending hours of reading, writing, and typing. It is my wish that you remember my commitment to furthering my education and find that same desire for self-improvement through higher education. Furthermore, I want to dedicate my achievement to my mother, Janice Howell. When I was tired and wanted to give up, it was you who said,” You can do it! Just keep looking to GOD for your strength and HE will give you all that you need!” I love you so much for that! I am who I am because of you. Lastly, this would not be possible without my group of guardian angels, Cheryl Holman, Abigail Arocho, and Kim Charles. There are no words to express how much your friendship and support have meant to me throughout this process. Your prayers, words of encouragement, and listening ears have guided me through a very difficult yet rewarding journey. I shall remain forever grateful to each and every one of you for your love and support! Acknowledgments I lift mine eyes to the hills from which cometh my help, for all of my help cometh from the LORD! First and foremost, I thank GOD. I would not have completed this process without HIS Grace, Mercy, and Faithfulness! I would like to thank Dr. Peter Kiriakidis, chairperson of my dissertation committee, for his unwavering support, time, guidance, feedback, advice, and his faith in my abilities to stand up to the task. I would also like to thank Dr. Maureen Ellis, my second committee member, for all of her invaluable feedback, support and guidance through this amazing process. I am also very grateful to Dr. Jean Sorrell for your dedication and support. Each of you played an integral part in the success of this research study and for that I give you my undying gratitude. I want to take this time to thank a very special group of educators who agreed to be my participants, who understood the purpose and importance of conducting this study, and who supported me to the end. To the phenomenal group of women that I have had the pleasure of forging a life-long bond with, I salute you as I am sure that our meeting was part of a larger plan. Lord I thank you for carrying me through to the end. This part of the story ends.....a new chapter begins!
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Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article