The Causal Relationship Between Bilingual/ESL (English as a Second Language) Teachers’ Characteristics and English Learners’ Success: A Multilevel Approach

• In Event: Perspective on Bilingual Teacher Education and Research

Abstract

The population of English Language Learners (ELLs) continues to grow at dramatic rates. Such demographical changes have presented daunting challenges as how to effectively serve ELLs in ways that lead to high levels of language and academic achievement. Although handful studies have identified the quality of teaching and characteristics of teachers as major contributors to their students’ school success, the causal relationship has not been fully explored among ELLs in English learning programs, such as bilingual and English-as-second-language (ESL) programs. Using multilevel modeling approach, we examined such relationship between teachers’ self-efficacy, acculturation, perceptions, teaching experiences and their ELL students’ performance in language and academic assessments from 11 urban schools in Southeast Texas.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Aida Esther Perez, Texas A&M University - College Station