Abstract:

This quantitative research was performed to analyze practices, beliefs, and the impact of professional development for classroom and ESL teachers when teaching English Language Learners (ELLs). It identified successful practices in instructing ELLs in an urban setting of the Midwest of the United States.

The following research questions guided this research:
RQ1: Does a classroom teacher’s knowledge of English language acquisition strategies affect or impact their academic expectations of ELLs?
RQ2: Does knowledge of English Language acquisition strategies impact the comfort classroom teachers have to serve ELLs?
RQ3: Do teachers’ mindsets about ELLs differ according to their years of teaching experience?
RQ4: How do classroom teachers’ English language strategies compare to the strategies of ESL teachers?

The results from a single online survey found that teaching ELLs includes many challenges, comprised of teaching strategies, time commitments, and specific skills needed to close a growing academic achievement gap between native English speakers and ELLs. One of the most common approaches for teaching ELLs for both groups of teachers was co-teaching. Also, this research identified that teachers believe the inclusion of ELLs into the mainstream classroom is essential. Still, there is a lack of preparation, time, and ability to serve students with limited English language proficiency for mainstream teachers.

Keywords:

English language learners (ELLs), inclusion, mindset, growth mindset, mainstream classroom teachers, English as a Second Language (ESL) teachers.