Mainstream Teachers' Perspectives on Secondary English Learner Engagement in Inclusive Classrooms: Communities of Practice
| dc.contributor.author | Gull, Katherine | |
| dc.contributor.department | Hood College Education Department | en_US |
| dc.contributor.program | Hood College Doctoral Program in Organizational Leadership | en_US |
| dc.date.accessioned | 2021-12-17T21:42:37Z | |
| dc.date.available | 2021-12-17T21:42:37Z | |
| dc.date.issued | 2021-12-17 | |
| dc.description.abstract | Public school systems across the United States face the challenge of effectively educating high school immigrant students who are learning English. In many states, high school English Learner (EL) students are aging out, dropping out, and are not achieving academic success. In the large school system site of this study, the research-based practice was for EL students to be placed in general education or mainstream courses. Mainstreaming was followed as an equitable practice which allowed EL students to simultaneously acquire English and required credits towards graduation. Wanting to explore how general education teachers experienced mainstreaming of their EL students, this qualitative study examined perspectives about EL student inclusion, their sense of efficacy, impact on workload, obstacles, and successes. This study was grounded in learning as a Community of Practice, or according to Wenger (2015), a group of people with a shared passion who learn through interaction, and integrated key second language acquisition theory. The classroom is a learning community where a sense of belonging facilitates interaction through input, output, and feedback. Belonging to the learning Community of Practice builds identity and makes meaning, all critical elements in EL student success. The study involved comparing survey data on the perception of EL students in mainstream classrooms, interview data from mainstream teachers assigned EL students, and EL student engagement data based on class attendance. Data analysis revealed a cycle of learning mainstream teachers experienced when working with EL students; it consisted of five elements, Discovery, Emotional Reaction, Solutions Search, Observation, and Reflection/Learning. The identification and understanding of the cycle of behaviors that occurred in the classroom will enable administrators and system leaders to adjust and effectively support teachers during different stages of learning, increasing EL student access to the classroom Community of Practice. This study justifies support for teachers through professional learning about working with EL students. This study also highlighted the need for policy changes such as requiring pre-service teacher training on how to effectively teach English Learner students. | en_US |
| dc.format.extent | 136 pages | en_US |
| dc.genre | Dissertation | en_US |
| dc.identifier | doi:10.13016/m2kbth-5zwx | |
| dc.identifier.uri | http://hdl.handle.net/11603/23655 | |
| dc.language.iso | en_US | en_US |
| dc.relation.isAvailableAt | Hood College | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | en_US |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | English learners (EL) | en_US |
| dc.subject | Communities of Practice | en_US |
| dc.subject | Secondary Education | en_US |
| dc.subject | Inclusive Education | en_US |
| dc.title | Mainstream Teachers' Perspectives on Secondary English Learner Engagement in Inclusive Classrooms: Communities of Practice | en_US |
| dc.type | Text | en_US |
| dcterms.creator | https://orcid.org/0000-0001-8173-9015 | en_US |
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