Examining Teachers' Perceptions, Interpretations, and Action Plans for English Learners' Needs

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-3 - English Language Learner Instruction in Multiple Context in Multiple Disciplines

Abstract

Guided by van Lier’s (2004) concept of perception, this qualitative study examined ten K-3 teachers’ reflections of their teaching, with the purpose to understand how teachers make sense of their EL students’ needs. An inductive coding and constant comparative analysis (Corbin & Strauss, 1990) revealed that teacher participants were most likely to perceive ELs’ needs based on their physical behaviors, to interpret ELs’ behaviors as a result of their English proficiency, and to propose language-focused, follow-up plans of action. This study helps to address the marginalization of ELs by adding to the extant literature on teachers’ perceptions and practices with ELs and may also serve to inform future professional development by implementing a multi-pronged approach in supporting EL teachers.

Authors

• Yunying Xu, University of Nevada Las Vegas

• Alain Bengochea, University of Nevada - Las Vegas

• Gloria A. Carcoba Falomir, University of Nevada - Las Vegas

• Tracy Spies, University of Nevada - Las Vegas

• Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas