NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED547186
Record Type: Non-Journal
Publication Date: 2012
Pages: 156
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-4027-0
ISSN: N/A
Professional Development and Instruction for Teachers of ESL Students
Fradi, Najat
ProQuest LLC, Ph.D. Dissertation, Capella University
The demographics of the American K-12 student body population have changed and include a growing number of students with limited English proficiency (LEP). These students require special instruction, but the prevalence of specialized English as Second Language (ESL) teachers is in short supply. This shortage has lead to general education teachers- who lack ESL training- to be the sole providers of educational instruction for many LEP students. The goal of this study was to explore how schools can provide assistance for teachers to enhance their instructional skills to more effectively educate their LEP students. The purpose of this study was to understand the experiences of general education teachers who taught LEP students. This study sought to understand the role that professional development (PD) played for general education teachers who taught LEP students. This study was based upon the theoretical framework which concluded that PD was essential for teachers to enhance their instructional skills. This study was framed by research questions that asked about the effective PD the participants experienced, their challenges and difficulties when instructing LEP students, and the models and instructional skills needed to effectively instruct LEP students. Ten general education teachers who taught Arab LEP students were interviewed. The findings of the study concluded that (a) the participants believed the PD they received was not beneficial for teaching ESL students because it occurred irregularly, (b) the content at the meetings were not reflective of the school's culture and needs, and (c) lack of collaborative and interactive workshops disinterested the participants. Therefore the implications for practice gained from this study is that PD should occur on a regular basis, with special time devoted to sessions solely concerned with ESL instruction. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A