Date of Conferral

11-15-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Timothy Rodriguez

Abstract

In a district where only 5% of ELLs were deemed language proficient, the problem was the need to understand teacher perceptions of best practices to increase English language learner (ELL) achievement in reading and writing. The purpose of this qualitative study was to examine teacher perceptions of best practices to support ELLs in improving their reading and writing in a heterogeneous high school classroom in a Mid-Atlantic school district. The framework that supported this study was the Cummins model on learners’ language use because it guides teaching and assessing students’ vocabulary acquisition in various contexts. The two research questions probed high school teachers’ perceptions of best practices for instructing ELLs and their perceptions of their training and readiness to teach ELLs. Data for this basic qualitative study were collected through 15 semistructured interviews with high school teachers who taught ELLs in a heterogenous setting. Data were coded, categorized, and organized into four themes: (a) teachers described a myriad of strategies to support ELL students in improving their academic reading and writing, (b) teachers articulated specific factors needed to promote ELL academic readiness, (c) teachers rely heavily on the prior training and experiences to meet the needs of ELLs, and (d) teachers articulated specific training and support needed to teach ELLs in heterogenous classrooms. A white paper was created offering specific recommendations to district leadership about addressing teachers needs to support ELL learning. The study may contribute to positive social change if the recommendations are implemented to support the 20,000 teachers in the district in better meeting ELLs learning needs to allow students to effectively access more education.

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