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ERIC Number: ED524419
Record Type: Non-Journal
Publication Date: 2011
Pages: 171
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-2471-2
Mainstream Teachers' Perceptions of Educating English Language Learners
Biscoe, Melanie A.
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
The number of English language learners (ELL) has increased greatly over the last 10 years; however, the preparation of mainstream teachers to educate these diverse learners has remained stagnant. This trend is even more evident in states in which ELL enrollment is considered small when compared to states such as California and Texas. Therefore, this study attempts to uncover the perceptions of mainstream teachers in regards to educating diverse learners. Qualitative research design attempts to weave the stories of study participants together to make sense of their experiences. Those experiences as it relates to this study are educating ELL students in the mainstream classroom. Data collection methods consisted of interviews, journal writing, and a focus group. Five themes emerged when the data sources were analyzed. The themes revealed through data analysis were: making connections with ELL students and parents; supportive structures that are in place to help mainstream teachers in educating ELL students; inside the plan book that tells of strategies that teachers have found to be effective; collective thoughts that present the general observations mainstream teachers made; and the distinct sense of pride that brings to light the pride that mainstream teachers have in their ELL students. Results of this study can be used by institutions of higher learning to provide direction in restructuring prospective teacher education programs that incorporate courses specifically related to addressing the needs of English language learners as well structures that could easily be integrated into any school or classroom with English language learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A