A Mixed Methods Analysis of the Impact of English for Speakers of Other Language Certification on Test Scores of English Language Learners

The purpose of this study was to compare the language arts test scores for English language learners (ELL) students of teachers who are certified to teach English for speakers of other languages (ESOL) and the scores of ELL students of those teachers who do not have the ESOL certificate endorsement. The theoretical framework was language acquisition theory. The guiding research questions were related to how ESOL endorsement affects ELL students test scores, what teaching methods learned during ESOL endorsement programs were used by teachers certified in ESOL, what teaching methods were used by successful teachers of ELL students based on language arts test scores regardless of endorsement, and what teachers believed about the effect of the need to meet performance standards on ELL students' academic performance. The study employed an explanatory, sequential, mixed method design and used archival data, a teacher survey and interviews as data collection instruments. Results of an analysis of covariance (ANCOVA) indicated no statistically significant difference between the language arts scores of ELL students between the two conditions. Results of thematic analysis of teacher's response to a variety of closed and open ended questions indicated that the teaching methods used most frequently by teachers with high ELL student test scores were not those generally recognized as being ESOL specific teaching strategies. Implications for positive social change include a better understanding of specific ESOL teaching strategies to increase ELL student achievement.