| This is a descriptive case study of the behaviors, concerns, challenges, and successes of four elementary mainstream teachers who work with English language learners (ELLs) in their mainstream classrooms. Conducted during the spring 2003 semester at a Title I school located in the Southeastern United States, this case study is framed around four methods of data collection: observation of participants in their classrooms, individual interviews with the participants, group interviews with the participants, and a researcher's journal.; Data from this case study reveals these participants' negative perceptions of the school systems' ESL program, their positive perceptions of ELLs, and their attempts to make their classrooms inclusive despite their lack of language teacher education all play significant roles in their classroom behaviors. Furthermore, for these participants, caring does count for something, even though it may not be a panacea for the challenges of ELLs in their mainstream classrooms. In addition, these participants are able to identify professional development needs for themselves and their peers related to ELLs in their classrooms, and that they are able to articulate reasonable, productive solutions to the present challenges of the ESL program at Chickasaw Elementary.; Research on elementary language learners' needs suggests that while there are some opportunities that possibly provided for English language learners to gain the language and social skills necessary to succeed in these mainstream classrooms, many more opportunities are blocked. Research on language education in the United States suggests that what is understood about learners and learning, the education of teaching professionals, and the institution of education will have to change at an ideological level in order for English language learners to have optimal experiences in mainstream classrooms. |
