Exploring Elementary School Teachers' Instructional Decisions on English Language Arts Strategies for English Language Learners: A Case Study
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
English Speakers of Other Languages, ELA, English Language Learners (ELL), English Language Arts (ELA), English to Speakers of Other Languages (ESOL), Fisherton Elementary School (FES)
Education | Elementary Education
Hairston-Thomas, Tameika Marie, "Exploring Elementary School Teachers' Instructional Decisions on English Language Arts Strategies for English Language Learners: A Case Study" (2022). Doctoral Dissertations and Projects. 3782.
The purpose of this qualitative multiple case study was to determine the instructional strategies and decisions that educators chose, implemented, and evaluated while teaching English Language Learners (ELL) during English Language Arts (ELA). The central research question for this study was: How do elementary teachers at Fisherton Elementary School choose, implement, and evaluate instructional strategies during English Language Arts with English Language Learners? This case study consisted of 10 educator participants at Fisherton Elementary School, a predominantly ELL school. The theory guiding this study was Bruner's (1986) constructionist theory. Data were collected for this research through a series of classroom observations with a strategies recording checklist, a review of photographed artifacts used to instruct, and semi-structured interviews conducted with classroom teachers. Five themes emerged: Minimal or non-existent ESOL support, multiple strategies, need for ESOL professional development, regular classroom teacher experience, and diverse learning needs of ESOL students. Conclusions from this study included the need for ESOL support, the use of researched strategies, tailored ELA professional development, retaining classroom teachers, and responsiveness to the academic needs of ELL students.