content, quizzes and projects.” Mrs. Brown explained that there were many linguistic challenges in her content area.
I now understand that (the content area of) science is a whole different language unto itself. A student may have basic conversation skills, but have no connection to the language that I use in science. I create barriers myself because I use what I think is a common vocabulary, which may not be so common to my ESL students.
Mrs. Doe said, “With the increased number of Chinese students, more students are tempted to speak Mandarin.” This was confirmed in her observation. Mrs. Green replied, “I realize that the language of math is fine, most learners struggle in science. I make sure that I do not teach ‘just in my language,’ but I need to clarify instructions more and clarify in many different ways as I check for understanding.” This was confirmed in her observation. Mrs. Jones added, “We have a huge entry point of students in grade 9 and 10 entering our school for English language training. We need to support and get our students ready for classes in grade 11 and 12.” Ms. Hart
explained, “Teachers understanding the needs of the students and just how limited their language skills are. Some teachers may not understand that some students may listen and nod and really not understand anything being said.”
Linguistic challenges were discussed at great length during the interview process as indicated by Figure 4. At least 20% of the interview responses were about these types of
challenges. Mrs. Green scored the lowest in the analysis with 20% of her interview involved the discussion of linguistic challenges. However, it was noted that Mrs. Green is a math and science teacher and commented during her interview that math and science is like its own language. Mrs. Jones used 33% of her interview to discuss linguistic challenges in her growing ELL population.
Four participants were identified as using 25% of their interview to discuss their linguistic perceived challenges of practice with increasing ELLs.
Figure 4. Linguistic Challenge Analysis Best Practice Analysis
Next, I analyzed the data for best practices as discussed in Chapter Two. These best practices were identified by the research of public school systems with an increasing ELL population over the last 10 years. Table 2 shows the previous code titles, identifying code color, and the criteria of the codes. Plus, the addition of the best practice category. These definitions were assigned prior to the data collection allowing for continued relevant theme development. Codes were created from the words: collaboration, anxiety, differentiation, and accommodations. It should be noted that I identified specific discussions about accommodations and the type of accommodations the teachers used as part of the analysis.
Table 2
Amended Code Listing
The words increase of student confidence, social equity, interaction of students, and self- examination (reflection) of teacher efficacy were also entered as codes. These best practices were discussed in Chapter Two. It was noted that while participants discussed perceived
ATLAS.ti Code ATLAS.ti Color Criteria Relational
Challenges Light Gray
Perceived barriers of misunderstanding in community affecting friendships, mentorship, and relationships between all stakeholders in the learning environment.
Ethical
Challenges Gray
Perceived barriers due to cultural misunderstanding and prejudice that affect the beliefs and judgments of the teacher.
Linguistic
Challenges Dark Gray
Perceived barriers of misunderstanding caused by limited language skills and language acquisition between the student and teacher.
Noted Best
Practices Light Blue
Most studies of late investigated best practices that call for methods that increase student confidence (Telbis et al., 2014), create social equity (Case, 2015; de Souza, 2012), allow for more interaction of students (Cummins, 2011; Karanja, 2007; Popadiuk, 2010), and increase self-examination of teacher efficacy (DeLozier, 2014; Greenfield, 2013; Peacock, 2001).
challenges of practice, they also reflected on best practices and solutions to the perceived challenges, as evidenced by Figure 5.
Figure 5 displays how many best practice responses ACSI teachers discussed while expressing their perceived challenges of practice. Mr. Smith discussed many best practices, such as,
I use word boxes, pre-vocabulary, translators, give notes ahead of time, instructions written in native language, intentional pair shares or groupings with higher level ESL students. I will also alter expectations on projects or give shorter assignments when I know translations must be done first.
He also explained that he was more self-aware and reflective because of the growing ELL population in his school.
I am more aware of all the different learners in my classroom. This has been a positive change over the years, as I become aware of how the students struggle to understand. I feel great empathy…it must be exhausting (for the students).
Mrs. Brown discussed,
I model a lot now I use a lot of visuals. I see each student and train myself to prepare more to meet their needs. I have purposeful intentional seating in my classes. These challenges do not prevent me from being successful. They make us work harder. They make us
collaborate more. Mrs. Doe observed,
International 21st century education has propelled ACA to change and be more
collaborative. I also allow for more time on assignments, check for understanding and clarify assignments. In the areas of history and science, I model as much as possible with
visuals. In math my students attempt word-problems. I use pre-vocabulary for final projects in science and history. Intentional grouping is also important.
Mrs. Green said,
There are a lot of intentional strategies that I use. I try to make study notes available ahead of time. I collaborate more and more with the ESL specialist. I realize that numbers are numbers, but spend more time explaining and clarifying instructions. I also know not to use cursive writing and that printing clearly is important to these learners. I really do use more printouts and model lessons more.
Mrs. Jones explained that the smaller classes sizes allowed for many best practices at her school.
We modify assignments, we give notes early, our students don’t take notes but are given pre-printed notes ahead of time to look for new vocabulary. They have access to extra support during classes when needed and afterschool, to review if they need help with clarification. Students will work on the same literature packs with an easier reading version of the same work that other students are working on and we will make the accommodation for each individual student based on their needs.
Ms. Hart added a number of best practices:
I have seen a real increase in pre-vocabulary, a greater use of visuals, more PowerPoints and handouts. We are using more types of teaching strategies then just speaking or lecturing. I use more modeling and examples in my lessons. Plus, I am always reviewing. I use end-of- day review, building and reviewing. I make modifications on tests and quizzes so students can be successful. We do read out-louds visuals with questions to check for understanding.
Figure 5. Best Practice Analysis