| This study examined what teachers need to effectively implement a new ELL inclusion model for teaching and learning. The quantitative and qualitative components of this study were used to explore what differences, if any, exist between ELL teachers and general education teachers, with respect to professional development, administrative support, communication, peer support, common planning time, knowledge regarding the development of language acquisition, and school culture. Survey, focus groups, and personal interviews indicated that both general education and ELL teachers did not feel supported in the new inclusion program. The study resulted in four important findings. First, the findings indicated a need for appropriate support and training and long-term professional development that would include both general and ELL teachers. Both participant groups agreed that they would like weekly common planning time set into their schedules and support from the school administration. Second, the results indicated a need for further understanding of planning for ELL students. Better communication between ELL and general education teachers could facilitate this understanding. Both groups would like to share data so they can plan effective lessons according to the needs of the ELL students. General education teachers also stated that ELL teachers needed to be held accountable for grading ELL students when they are in subject area classes. Third, the results indicated that both groups of teachers had a different view of the inclusion model. They both would like to have a model classroom to see how to co-teach together, and they both would like to have support from their colleagues. Fourth, the results indicated a need for teachers to receive training in language acquisition and to be provided with a curriculum that will include both ELL and general education teachers so that they can plan together more effectively. |
