Date of Conferral

2-18-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heather Caldwell

Abstract

It is the responsibility of educators to provide quality instruction for all students, including English language learners,. The problem that was addressed through this study is that teachers at Missionary Elementary School were struggling to implement appropriate instructional practices when teaching English writing to English language learners (ELLs) enrolled in a dual language program. The purpose of this study was to examine the instructional methods and to understand the support and/or resources needed for teachers to be successful. The writing observation framework provided the conceptual framework that guided this research. Data for this qualitative case study were collected through observations and interviews with eight English writing teachers. Data analysis was conducted using inductive coding and thematic analysis with the following themes emerging: (a)teaching with visualizations (b) teaching the writing process (c) lack of teacher knowledge for teaching ELL’s (d) lack of writing curriculum. The results of this study showed a gap in practice related to how teachers taught writing to English language learners. Challenges were reported by the participants concerning lack of knowledge of how to teach writing and appropriate resources and strategies for teaching English language learners. Based on the results of this study, a professional development plan was created to provide teachers the necessary resources and supports for teaching English writing to English language learners. This study has implications for positive social change by preparing teachers to provide effective English writing instruction to ELL’s through professional development. By enhancing teachers’ instructional practices, the study aims to improve ELL students’ writing proficiency, fostering greater academic success in educational settings.

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