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ERIC Number: ED559467
Record Type: Non-Journal
Publication Date: 2013
Pages: 220
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-9454-9
ISSN: N/A
An Analysis of English Language Learning Instruction Provided in Teacher Education and Inservice Training Programs for General and Special Educators
Sedano, Lidia E.
ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas
It is essential that English language learners (ELLs) are able to effectively receive an education. Recent national data indicates that the achievement gap between English and non-English learners in school is approximately a two grade-level difference (NCES, 2012). The increase of students who are learning English and who have a disability is a challenge for schools in terms of curricula adjustments, to meet the needs of this population. (Artiles & Ortiz, 2002). The need to prepare general and special educators to provide appropriate instruction to ELLs is crucial for positive learning outcomes (Shyyan et al., 2008; Youngs & Youngs, 2001). Research supports consistency in the provision of instructional strategies for ELLs with disabilities (Ochoa and Cadiero-Kaplan (2004); Gersten, et al., 2007). The goal of this study was to examine the type and level of training in English Language Learning strategies provided to special and general educators in their teacher education programs and school-based inservice training. The study was conducted in the Colleges of Education at 13 universities across the United States. A questionnaire that contained 36 items was used in this study and broken down into five groups (a) language development, (b) sheltered instructional models, (c) reading strategies, (d) math strategies, and (e) science strategies. The results of this study indicate a lack of inservice instruction provided to general education teachers in the areas of English language learners and reading, math, and science strategies. In addition, both general and special education teachers report a lack of knowledge in the area of English language learning sheltered instructional models. This study raises the concern that general and special education teachers are not adequately prepared to provide English language learners appropriate instruction within a classroom setting. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A