High School English Language Learner (ELL) Teachers and the Implementation of ELL Program Policy

• In Event: 34.054 - Washington State: Investigating Outcomes and Experiences of Bilingual and English Learner Students and Programs

Abstract

Purpose
Public schools in Washington State have a growing and increasingly diverse English Learner (EL) student population that is subject to the standards and accountability outlined in the No Child Left Behind Act (NCLB). For high school ELs in particular, academic standards and their corresponding assessments, along with the necessary task of developing adequate English language proficiency to be academically successful, represent formidable challenges that act not only as benchmarks of achievement, but as gatekeepers for these young people’s futures (Bunch & Panayotova, 2008; Kanno & Varghese, 2010).
This qualitative study investigates the roles and experiences of high school English Language Learner (ELL) teachers in the context of changing district-wide ELL policies. The research questions guiding this study are: 1) how are high school ELL teachers experiencing and implementing district policy regarding the instruction of English Learners?; and, 2) how are the roles of high school ELL teachers shifting in response to changes in district level policy regarding programs of instruction for ELs?
Perspective
I employed a theoretical and conceptual framework that addressed the layers and complexity of district policy, the service models of ELL programs at high schools within a district, and ELL teachers’ roles and agency in implementation of the policy. I situated ELL programs and instruction within the broad theoretical framing of contexts of reception, language education policy and its implications for ELL programs and the role of ELL teachers as implementers of ELL program policy.
Methods
This study includes aspects of qualitative design (Merriam, 2009; Patton, 2002); case study (Yin, 2009); and policy analysis (Goertz, 2006; McNeil & Coppola, 2006). I selected two comprehensive high schools within a large, urban district known for its large and linguistically diverse ELL population. This design allowed me to compare the ELL programs and service models at each school as well as the roles, practice and experiences of ELL teachers across different settings.
Data Sources
Data for this year-long study include multiple semi-structured interviews with district and high school administrators, ELL teachers and content area teachers who co-taught with ELL teachers, classroom observations, and building and district meeting observations (including collection of photos and artifacts), and district policy documents.
Results
Initial findings indicate that within the district, ELL service models are implemented differently, which has implications for the roles of ELL teachers. In each case, ELL teachers took on roles and responsibilities beyond the classes they taught. Additionally, ELL teachers’ roles and practice were mediated by their collaboration with other teachers and administrators, as well as district support and resources (such as training and curriculum).
Significance
The implications of district policy implementation for high school ELs are significant, and the context of increased standardization presents an important new perspective from which to study ELL teachers, their roles and their practice. This study contributes to timely understanding of the way that the implementation of district policy affects the teaching roles and practice of high school ELL teachers.

Author

• Aliza Fones, University of Washington