Supporting Teachers of English Language Learners at a Turnaround School
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| Title: | Supporting Teachers of English Language Learners at a Turnaround School |
|---|---|
| Language: | English |
| Authors: | Vansant-Webb, Elizabeth, Polychronis, Shamby |
| Source: | TESOL Journal. Dec 2016 7(4):968-982. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | School Turnaround, English Language Learners, Student Needs, Communities of Practice, Faculty Development, Teacher Surveys, Interviews, Teacher Attitudes, Elementary School Teachers, Elementary School Students, Educational Practices, Federal Programs, Qualitative Research |
| Geographic Terms: | Utah |
| DOI: | 10.1002/tesj.259 |
| ISSN: | 1056-7941 |
| Abstract: | This article summarizes findings from surveys and interviews with five teachers at an elementary school in the Salt Lake City School District that is participating in the federally funded School Improvement Grant program to raise the achievement of all students. The qualitative data analysis focuses on two major themes: (1) the current attitudes, perceptions, and practices in place for meeting the needs of the large population of English language learners (ELLs) currently enrolled at the school and (2) the current collaborative efforts and support for teachers regarding meeting the needs of ELLs. These data are then compared to recent literature to determine the needs of this specific school. The authors offer recommendations for creating a schoolwide focus for meeting the needs of ELLs in the context of professional development and professional learning community initiatives while utilizing both the literature and suggestions from the participants. They conclude by addressing the implications of these recommendations. |
| Abstractor: | As Provided |
| Entry Date: | 2016 |
| Accession Number: | EJ1120768 |
| Database: | ERIC |
| Abstract: | This article summarizes findings from surveys and interviews with five teachers at an elementary school in the Salt Lake City School District that is participating in the federally funded School Improvement Grant program to raise the achievement of all students. The qualitative data analysis focuses on two major themes: (1) the current attitudes, perceptions, and practices in place for meeting the needs of the large population of English language learners (ELLs) currently enrolled at the school and (2) the current collaborative efforts and support for teachers regarding meeting the needs of ELLs. These data are then compared to recent literature to determine the needs of this specific school. The authors offer recommendations for creating a schoolwide focus for meeting the needs of ELLs in the context of professional development and professional learning community initiatives while utilizing both the literature and suggestions from the participants. They conclude by addressing the implications of these recommendations. |
|---|---|
| ISSN: | 1056-7941 |
| DOI: | 10.1002/tesj.259 |
