Teacher Perceptions About the Instructional Needs of Their English Language Learners

• In Event: Perspective on Bilingual Teacher Education and Research

Abstract

Teachers see increasing numbers of English language learners (ELLs) in their classrooms and are unprepared to adapt their lessons so that all students can access the curriculum. How do general education teachers perceive their role in curriculum access? What are their practices regarding text adaptation and language accessibility for ELLs? This paper discusses the results of a survey and focus group which asked teachers about their perceptions and practices of text adaptation and language accessibility regarding English language learners (ELLs). Participants included general education teachers who completed an open-ended survey, some of whom also participated in an hour-long focus group session. Results of the survey and a review of teacher’s responses within the focus group were included in this analysis.

Authors

• Charmaine Llagas, The George Washington University

• Meghan Victoria Mulhern, The George Washington University

• Amy J. Mazur, The George Washington University