Date of Conferral
Doctor of Education (Ed.D.)
College of Education
This is to certify that the doctoral study by
Maryse Lorie Austin-Archil
has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.
Dr. Peter Kiriakidis, Committee Chairperson, Education Faculty
Dr. Nori Mora, Committee Member, Education Faculty
Dr. Glenn Penny, University Reviewer, Education Faculty
Chief Academic Officer and Provost
Sue Subocz, Ph.D.
The research site was an urban public high school. The study problem was that language teachers reported to school administrators challenges they had when teaching English language learners (ELLs) because these teachers were not trained to teach language acquisition to ELLs. The purpose of the study was to examine the perceptions of language teachers regarding the barriers to new language acquisition when teaching ELLs in an urban public high school. The conceptual framework was the theory of second language acquisition, developed by Krashen, which posits that ELLs may improve their proficiency in English by using cognitive activities, intense projects, and practical applications. For this basic qualitative study, the sample consisted of 10 language teachers who taught ELLs and who were selected using purposive sampling. Data were collected via semistructured interviews and analyzed using line-by-line thematic analysis for emergent themes. The themes were language teachers (a) applied the theory of second language acquisition, (b) used hands-on cognitive activities and intense projects to teach ELLs, and (c) needed professional development on how to teach ELLs. A 3-day professional training for language teachers and school administrators was developed to address the study findings. The training includes teaching strategies to accommodate the academic needs of ELLs. Social change (helping ELLs graduate from high school) may occur with the proper training of language teachers.