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The Effects of Required ESL Coursework on Efficacy from the Perspective of New Teachers of English Language Learners: A Phenomenological Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Required ESL Coursework on Efficacy from the Perspective of New Teachers of English Language Learners: A Phenomenological Study./
作者:	Kanwit, Ariana DeBey.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	193 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Noncitizens. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28663424
ISBN:	9798522954833

The Effects of Required ESL Coursework on Efficacy from the Perspective of New Teachers of English Language Learners: A Phenomenological Study.
Kanwit, Ariana DeBey.

The Effects of Required ESL Coursework on Efficacy from the Perspective of New Teachers of English Language Learners: A Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 193 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2021.

This item must not be sold to any third party vendors.

The United States has more immigrants than any other country in the world. Immigrants account for 13.6% of the U.S. population, as reported by the Pew Research Center (Radford & Noe-Bustamante, 2019). With the increase in immigration over the last decades, classrooms throughout the United States are becoming not only culturally diverse but also linguistically diverse. While educators in the U.S. have long been concerned with preparing teachers for the cultural implications of this diversity (Gay, 2000; Villegas & Lucas, 2007), the dramatic increase in immigrants over the last few decades has forced states and school districts across the country to examine their approaches to supporting teachers who teach students for whom English is not their first language, also known as English language learner (ELL) students.While research points to the importance of teacher training to support ELLs, little research examines the impact of ELL teacher training on the teacher's self-efficacy and linguistically responsive teaching, driving factors that predict student success. As states and districts struggle with how to best support teachers of ELLs, this retrospective phenomenological study examined the impact of required ELL coursework in three states with significant populations of ELLs: Colorado, Texas, and Tennessee.The findings from this research indicate that the intervention, the ELL coursework, had a positive impact on both the teacher's self-efficacy and their ability to become linguistically responsive teachers. For these first-year teacher participants, efficacy grew out of the ability to be successful with the elements of linguistically responsive teaching (LRT): examining orientations, understanding language acquisition, and implementing strategies. In regards to process, participants most effectively learned the course material through the incorporation of consistent collaboration and practice. The findings of this research guide school leaders, district leaders, and policymakers on how to best prepare teachers of ELLs, increasing the likelihood that all students will have efficacious and linguistically responsive teachers.

ISBN: 9798522954833Subjects--Topical Terms:

3560124
Noncitizens.

The Effects of Required ESL Coursework on Efficacy from the Perspective of New Teachers of English Language Learners: A Phenomenological Study.
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