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Effective Teachers of English Language Learners: Beliefs, Practices, and Training.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effective Teachers of English Language Learners: Beliefs, Practices, and Training./
作者:	Morales, Sonia Maria.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	168 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060826
ISBN:	9798426844537

Effective Teachers of English Language Learners: Beliefs, Practices, and Training.
Morales, Sonia Maria.

Effective Teachers of English Language Learners: Beliefs, Practices, and Training. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 168 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northcentral University, 2022.

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

The existing mismatch between teachers and English Language Learners (ELLs) is an issue that has been described and recognized as one that impacts the language and academic success of ELLs across the nation. The problem that justified the need for this study was that teachers typically do not embody the beliefs, practices, and training they need to teach effectively. The purpose of this qualitative case study was to explore effective teachers' beliefs, practices, and training when teaching ELLs in the classroom. A qualitative approach was used to explore and identify teachers' practices, beliefs, and appropriate training needed to be effective when instructing and supporting ELLs in a classroom. The chosen high schools for this study were located in a rural school district in the state of Florida. Vygotsky's theory of social interaction was utilized as the guiding theoretical framework as interactions between a teacher and her/his ELLs are crucial and developed through a variety of practices, the teacher's beliefs, and the training a teacher has. The data was obtained through in-depth interviews and a focus group. The interview questions emphasized what practices and training a teacher needed to be effective when teaching ELLs while the focus group questions focused on the teacher's beliefs and traits. From the data collected and analyzed, a set of codes were primarily assigned that later led to seven themes. These themes offered information that was key to answering the research question for this study. Through this case study, I analyzed the importance of understanding the traits, beliefs, classroom practices, and training needed to become an effective teacher of ELLs. The scarce literature concerning the key beliefs, practices, and training that teachers need to effectively teach high school ELL students has contributed to impacting the way ELLs are advancing linguistically and academically. The findings derived from this study help to see not only the existing connection between effective teachers and the academic-linguistic, social success of ELLs in our schools but how unprepared and ineffective teachers can impact ELL learning outcomes.

ISBN: 9798426844537Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

English as a second language

Effective Teachers of English Language Learners: Beliefs, Practices, and Training.
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