| This study was an examination of teacher perceptions of effective teaching practices for elementary English language learners (ELLs). Other investigations have documented the use of effective teaching strategies for ELLs. Prior researchers concluded ELLs benefit from the combination of engaging, supportive lessons within content areas of the curriculum. However, much less information is available regarding this research within a pull out setting. In the United States, ELLs have one year from the time they enter the country to demonstrate English language proficiency and meet the same academic achievement standards as non ELLs yet ELLs score below non ELLs on state reading and math assessments. Second language acquisition theory and constructivist learning theories formed the conceptual framework for this study. A case study approach was used to describe instructional planning, depict teaching strategies, and explore the challenges and benefits of teaching in a pull out program in one school district. The data collected for this study included classroom observations, teacher interviews, and document reviews. The interviews and observations were recorded, coded, and analyzed for themes. Member checking and clarification of researcher bias were validity strategies. Results showed that teachers perceived vocabulary development, content-based instruction and visual representations as effective instructional strategies for ELLs. Teachers also perceived lack of collaboration time and students missing classroom instruction as challenges to the pull out setting. This study contributes to positive social change by providing insight into the unique learning needs of ELLs and a foundation for further research on effective strategies and its impact on student achievement. |
