ERIC Number: ED597550
Record Type: Non-Journal
Publication Date: 2017
Pages: 181
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Perceptions of Grade 4-6 Teachers on Historic Failure of English Language Learners on Standardized Assessment
Montaine, Brenda R.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
Focused on an equity of educational access issue, this qualitative study identified grade 4-6 teacher perceptions of English language learning in Southern California. The historic failure of English language learners (ELLs) on standardized tests in Southern California was presented as an important problem to solve. The literature review for this paper linked ELL failure on standardized tests to a lack of equitable curriculum, lack of teacher training, lack of quality instruction, and lack of comprehensive assessments. In addition, the lens of grade 4-6 teachers within the scope of the problem was explored and subsequent solutions of ELL failure on standardized tests was examined. This qualitative research paper reviewed relevant research on ELL literacy and language needs, and researched teacher perceptions. The purpose of this paper was to answer two research questions. Both questions are interrelated in that they focused on grade 4 through 6 teacher perceptions of barriers and barrier removal in support of ELL achievement. In the analysis, time was determined to be the barrier and a variety of practices, skills, and strategies were recommended by participants to remove the barrier of time toward ELL achievement. The most mentioned practice was small group instruction. Moreover, within small group instruction, teachers worked to build vocabulary and increase student talk. A multifaceted barrier removal process was revealed. Possible solutions toward facilitating ELL academic achievement were discussed, and areas in need of further research were presented. Ultimately, solving the problem of ELL failure on standardized tests in California, which the researcher would like to present nuanced, instead, as a problem of standardized testing failing California ELLs, is important to solve. In turn, helping ELLs may help all students, in due course, succeed in academics and livelihood. [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.]
Descriptors: Equal Education, Access to Education, English Language Learners, Teacher Attitudes, Elementary School Teachers, Elementary School Students, Standardized Tests, Academic Failure, Problem Solving, Educational Quality, Faculty Development, Second Language Learning, Literacy, Grade 4, Grade 5, Grade 6, Barriers, Small Group Instruction, Vocabulary Development, Academic Achievement, English (Second Language)
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A