“Those Students Are Sequestered”: Kansas Secondary ELA Teachers’ Perspectives on ELL Support and Programming

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT045 (Wednesday)

Abstract

This qualitative study investigates how Kansas secondary English Language Arts (ELA) teachers support English Language Learners (ELLs). Despite ELLs comprising 8% of Kansas students, many teachers report inadequate pre-service and in-service training as well as limited school resources. Using a sociocultural literacy framework, the researchers surveyed 229 teachers and conducted 14 in-depth interviews, across Kansas' six regions. Findings show that teachers identified a lack of institutional support, insufficient translator access, and a need for specialized staff. The study highlights the urgent need for improved teacher preparation, professional development, and systemic support to ensure equitable education for ELLs in secondary ELA settings.

Author

• Génesis Aguilar Chávez, Kansas State University