Identification of English Learners in the Perceptions of ESOL Resource Teachers
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Type of Work47 pages
action research papers
ProgramMasters of Education
RightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email email@example.com.
Attribution-NonCommercial-NoDerivs 3.0 United States
SubjectsEnglish learners (EL)
EL registration and identification process
Education -- Research papers (Graduate).
In this descriptive study, the English Learner (EL) identification process in one of the Maryland public school districts was reviewed and evaluated through the lens of ESOL instructional or non-instructional staff members. In order to describe what EL identification practices are required by the law, how the implementation works in schools, and how can the implementation in a school be improved, this study considers literature and resources published between 2005 and 2020. All participants were presented with information on the approved state and district-wide practices. Subsequently, the participants were asked to reflect on those practices and provide their perspective. Through the interview process, they were asked to identify critical steps in the EL identification process at the school level, evaluate each school’s implementation, and identify factors which make school implementation effective or hinder it. Numerous findings of interest from the interviews and implications are discussed in the combined chapters IV and V. This study suggests that it would be beneficial to collect perspectives of ESOL staff members from multiple school districts and to collect information on the process from the perspective of the front office personnel. Expanded perspective might bring more clarity on the content, format, and timing of the most relevant professional development needed in order to improve the implementation of the EL identification process in public schools.
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Except where otherwise noted, this item's license is described as This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.