Teacher planning and decision-making in a heterogeneous classroom setting with fluent and limited English proficient students

The purpose of this study was (a) to examine the "critical steps" used by second grade bilingual teachers to determine if they used the same planning and decision-making processes when planning for instruction during the school year for limited English proficient (LEP) and fluent English speaking students in a heterogeneous classroom; (b) to identify the differences in the planning routines used for instruction of LEP and fluent English speaking students; (c) to determine if teachers make different decisions in planning English language instruction for LEP and fluent English speakers; (d) to determine if they make different decisions in planning academic tasks; and (e) to determine if they plan instructional activities differently for these two populations.; In order to determine the differences in planning and decision-making for teaching LEP and non-LEP students, 89 second grade bilingual teachers in the Laredo Independent School District were surveyed using the Planning and Decision-Making Questionnaire. The questionnaire generated data about five variables related to strategies that teachers use for decision-making and planning in the classroom. Teachers were asked questions related to decisions about (a) type of planning--daily, weekly, unit, and yearly planning, (b) planning of routines, and (c) planning of instructional activities.; The teachers in this study did not report significant differences in the strategies used for decision-making and planning of instruction for LEP and non-LEP students. Teacher responses indicated that their decisions place a higher priority on variables that benefit non-LEP students. A finding in this study was that very low priority was given to the primary language of LEP students.; The teachers also indicated that they did not make use of the most effective learning strategies for improving the achievement of students who come to school with little or no English. Research indicates that student-centered approaches like cooperative learning, whole language strategies, learning styles, interdiscipiinary, integrated thematic units, and other active learning practices have proven more effective for all students--especially minority language students.; Another finding in this study was that teachers had not received any training on bilingual strategies, ESL methodologies, and multicultural approaches in the past three years. This lack of training may account for the negative attitudes and lowered expectations that are frequently expressed about LEP students.