Date of Conferral

4-30-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathy Zientek

Abstract

Research indicates preservice teacher training frequently does not foster the pedagogical and linguistic expertise required to support students developing English proficiency. The problem addressed through this study was that novice teachers do not have the skills and knowledge to meet the learning needs of English language learners (ELLs) in mainstream classrooms. Guided by the integrated collaborative learning approach, the purpose of this basic qualitative study was to examine how novice teachers perceive the challenges of supporting ELLs in mainstream classrooms and the types of support they believe are necessary for student success. Data were collected through semistructured interviews with 10 novice teachers who had three or fewer years of teaching experience and at least one year working with ELLs. Thematic analysis using open coding revealed five overarching themes: (a) challenges related to teaching ELLs in mainstream classrooms; (b) instructional approaches used to support ELL learning; (c) collaboration and resource use; (d) professional learning needs; and (e) the role of school and district support systems. Teachers reported feeling underprepared, frequently relying on colleagues for guidance, and lacking access to clear instructional supports. Recommendations include expanding ELL-focused preparation in teacher education programs, providing sustained professional learning and mentoring, and further examining novice teacher experiences across varied educational settings. By strengthening equitable instructional practices for ELLs, improving teacher readiness, and supporting culturally responsive learning environments, ELL students are likely to experience greater success in the classroom leading to positive social change over time.

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