General Education Teachers' Perceptions on Their Ability to Implement ESOL Curriculum
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2020-07-20
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Masters of Education
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Attribution-ShareAlike 3.0 United States
Attribution-ShareAlike 3.0 United States
Abstract
The purpose of this descriptive study was to determine the perceptions of general education teachers of their ability to implement the ESOL curriculum effectively in their classrooms. The research and its findings examine the teachers’ impressions of including English Language Leaners in their classrooms as well as their feelings of preparedness to meet their ELLs’ needs. The review of literature examines the characteristics of English Language Learners as well as the stressors impacting their educational success. It also evaluates challenges that educators face in working with this population of students and the interventions currently in place to support these students. Based on the literature, research was conducted through the use of an anonymous and voluntary survey implemented to general content teachers at a middle school in Baltimore County. Results of the survey depict that teachers have an overall positive attitude in welcoming ELLs in their general education classrooms; however, they feel unprepared to work with these students. Teachers reported that they agreed with modifying lessons, but did not feel sufficiently trained to implement these changes. Teachers believed they were unable to locate resources for their ELLs, but were interested in receiving additional training.