The English Language Learner
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Running Head: THE ENGLISH LANGUAGE LEARNER
This is a very well done study/paper. See the rubric for points lost.
Several of your appendices should have been figures.
I think that much of what you included in your methods data analysis section could actually have
been presented in results.
99/100
The English Language Learner: Accommodations in a Local Mainstream Classroom
University of West Florida
The English Language Learner
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Abstract
The English language learner (ELL) is becoming a permanent part of the mainstream classroom.
Language barriers, cultural diversity and educational needs of these students call for adaptations
to materials and curricula. As the nation’s administrators develop programs and legislation to
ensure the proper instruction of the ELL student the main accommodations are already in the
classroom. This study surveys a sample population of a small district in Northwest Florida.
Seven regular elementary teachers share how they modify their instruction and materials to
accommodate the English language learners in their classrooms. Their adaptations will be
compared to the best practice in their field.
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The English Language Learner: Accommodations in a Local Mainstream Classroom
Introduction
As of the 2000 Census, approximately 5% of the school population in Santa Rosa
County, Florida consisted of English language learners (ELL). According to the National
Clearinghouse for English Language Acquisition (NCELA), the Limited English Proficient
(LEP) student population in Florida has grown more than 50% between 1995 and 2006. As this
demographic grows so does the need to accommodate the second language learners. It is
projected that in approximately forty years every classroom in the country will contain English
language learners. In order for the local, mainstream teacher to include the non-native speaker in
their native speaking setting they must be aware of the legislation involved and be prepared to
educationally meet the needs of these students. Even though many educators work to
accommodate the influx of culturally diverse students (Harklau, 1994) there are many who are
skeptical about their efficacy when it comes to the ELL. (Medina-Jerez, W., et al., 2007, p.52)
The need for accommodation and evaluation drives the study of how the average
classroom teacher adjusts the classroom climate and programs to fit the learning needs of the
English language learner. Further study is necessary on the topic and will be conducted at a local
level. The proposed study will contribute a view of how mainstream classrooms integrate the
non-English speaker with the English speaker. The research will draw from the public school
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system in the Northwest Florida region and will collect data about how the regular classroom
teacher accommodates the student with limited English proficiency in comparison to their
national counterparts. At a national level, the legislation set forth in the educational inclusion of
the ELL consists of the No Child Left Behind Titles I and III. Each of these NCLB amendments
dictated the requirements for assessing and accommodating the Limited English Proficient
student. This included the legal expectations that each teacher instructing the ELL must be
qualified. (NCES, 2002)
Within the U.S., Florida is one of top six states that contain a large concentration of the
Limited English Proficient population. (Capps, et.al, p.18) Florida’s Consent Decree is the
State’s answer to this force. The Consent Decree helps Florida’s educational system remain in
compliance with legislation related to the English language learner. The decree also sets forth
the educational requirements of the teacher who will instruct the LEP students. (FLDOE) “That’s
the law we go by”, was the simple statement shared by an interviewed participant. The district of
Santa Rosa County in the Northwestern panhandle of Florida has very few English Speakers of
Other Languages (ESOL) enrolled in their school system. Currently there are approximately 120
students in the district’s 24 schools. (SRCSD) Despite this diminutive population within the
region, there remains a great need to accommodate the LEP students and a necessity to educate
the teachers who accommodate them.
Research indicates that the English language learner not only brings a language barrier
with them as they enter the mainstream classroom, but they also bring exceptionalities. Special
needs in assessments and curricula pose challenges for the mainstream teacher. Some teachers
have little or no experience with accommodating the ELL student and may fall short of
effectively teaching the child. One participant admits, “Teachers are afraid because the child is
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different, the child does not talk, the child acts out because of resentment for being there, the
teacher does not know when to help them, how far to help them, they are afraid because their test
scores are going to be lower,..’How do I give a grade for this?’ ‘Do I pass them?” “Do I
administratively place them? WHAT DO I DO?” (Lenski, et.al, 2006) Teachers throughout the
nation need to have a strong knowledge base of the legislation, cultural diversity and the
curricula adaptations that are associated with teaching the LEP student.
Demands for accountability from the national and state level further drive teachers of
ELL students to be skilled instructors. (Abella, 2005) According to a national study done by
Borgum Yoon in 2007, the approach of teachers in the mainstream classroom set the tone and
perception of the ELL students’ learning. Even if the LEP student is anxious or introverted, the
accommodations and security that the teacher extends will either assist or hinder the child in the
learning process. (Yoon, 2007) Much like students who are native speakers, the ELL student
becomes proficient in an environment that encourages, accommodates and is sensitive to their
needs. Accommodations noted in the reviewed educational sites and journals reveal the best
practice for reaching the ELL student in the mainstream classroom consists of showing interest
in the students’ culture, modeling and encouraging participation. (Yoon, 2007) Scaffolding, peer
tutoring and one-on-one guidance are also mentioned as methods to help adapt the ELL to the
classroom climate. (Palmer, et.al, 2006).
With the understanding, gained from past research, that there is a national need to reach
the second language student in a regular classroom setting; we focus in on a smaller facet of the
educational realm. The Santa Rosa district of Florida is a small county (SRCSD) with an even
smaller population of non English-speaking elementary students (SRCSD).
This study will
approach local teachers of the ELL in their regular classroom settings. Research through guided
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interviews and survey data will reveal the accommodations and teaching practices used in four
Santa Rosa County elementary schools. What strategies do these teachers believe help
accommodate the ELL? Are these methods comparable to their national counterparts and do use
them in a manner that will teach the second language learner effectively? It is predicted that the
teachers at the district level will be very similar in approach and practice to the mainstream
teachers across the nation. The actual number of students may be the only differing factor when
comparing the county to the country. The experience and education of each of the seven
mainstream teachers will be taken into consideration and their aptitude to effectively teach the
LEP student in a regular classroom setting will be investigated.
Method
Participants
Participants for this study were selected from four Title I elementary schools in the
district of Santa Rosa County, Florida. Seven mainstream teachers were selected based on
current enrollment of English language learners in their classes. Grade levels taught by these
regular classroom teachers range from kindergarten to second grade. Two kindergartens, four
first grades and one second grade teacher all agreed to contribute their experiences and
adaptations to the study. Once permission from the district superintendent was obtained, the
researcher contacted the principles of five elementary schools in Milton, Pace and Bagdad. Four
schools remain in the study due to the lack of English language learners in one of the targeted
schools. Email was used to deliver the consent form, IRB draft and survey questions to each of
the principals and later to each of the teachers. The researcher met with two principals and
discussed the research and procedures outlined in the electronic documents that I had sent. After
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initial contact was made via email, with each of the teachers, the survey questions were sent out
with instruction on how to complete and deliver the consent form, survey and interview times
most convenient for them.
Design
Qualitative data was collected from each of the seven teachers in the form of an online
survey, and a semi-structured interview. Convenience sampling was used in choosing the
participants. The duplicated survey (Appendix A) consisted of nine questions in phase I that
targeted responses on the teachers’ training, experience, their second language students and their
instruction. Phase II of the survey asked each teacher to answer three open-ended questions
pertaining to the adjustments that they made in their instruction and/or materials and how they
would advise the novice teacher in reaching the second language student. The participants’
experience with the English language learner (ELL) varied from two years to ten years. Each of
the seven, female, mainstream teachers was contacted separately to ensure anonymity within the
study. After receiving online surveys from all participants involved, steps were taken to begin
scheduling the semi-structured interviews. The interviews were scheduled with each teacher at
the most convenient time for them during the day. Most preferred to meet within their planning
times during the school day or after school.
Dependent Variables or Measure
This research sought to uncover the knowledge base of the elementary age ELL teacher
in Santa Rosa County, FL and how it compares to similar teachers throughout the nation. The
experience that participants had gained throughout their tenure and the training that they were
required to have, upon their emergence into teaching the second language student, was the focus.
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How the teachers instruct the non-native speakers as well as the native speakers in their regular
classroom was the measure. Questioning the teachers’ instructional manner and effectiveness
with small group and individualized instruction was recorded. The instruction throughout the
week in which the participant incorporated whole group, small group or personalized time with
the ELL student was noted. The type and percentage of instruction indicated in the survey was
translated to a bar graph for a visual interpretation. (Appendix B) Data collected in the semistructured interviews with each participant revealed their breadth of knowledge pertaining to
state and district policies and requirements for teaching an ELL. The teachers’ articulation
during the interview exposed how they felt about incorporating the second language student into
their regular classroom setting, how they involved the student in the learning process and gave an
overall view of their teaching approach. The instructional manipulations were accomplished by
providing accommodations through actual delivery and materials used.
Reliability
Response rate was slower than expected for the survey and for scheduling the interview.
This was attributed to the teachers’ scheduling and daily demands on their availability. Reaction
to each question posed throughout the interview revealed the teachers true understanding of
subject matter and policy. Duration and articulation of the teachers’ answers further displayed
their approach to accommodating the ELL in their classroom. Nonverbal communication was
also noted in the semi-structured interview. Consistency was maintained through query in the
survey and the interview. The same questions were asked throughout each to support reliability.
(Appendix C)
Independent Variable
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Survey data revealed if teachers on a local level were emulating the requirements and
strategies used by similar teachers throughout the nation. The adjustments by the participants,
made to curricula and instruction, were collected and the accommodations of each participant
were organized. The information disclosed through the semi-structured interviews proved that
the variables used to manipulate instruction involved such accommodations as peer teaching,
visual aids, picture pairings and individualized instruction. The ESOL specialist provides a list
of suggested accommodations for each of the mainstream teachers. This guide provides best
practice regular teachers can follow to bolster their own teaching efficacy. (Appendix D)
Procedure and Data Collection
Upon the decision to move forward with researching the education of the English
language learner many articles were pulled from scholarly journals, census records and
educational organization websites. After gleaning strategies and adjustments, statistics and facts
about the growing population of the ELL student in the U.S. it was clear that a study on a local
level was necessary. A research article was found which suited the focus of the planned study.
This study was emulated once permission from the original investigators was obtained. After
creating the required documentation to gain permission from the district school board progress
was made to meet with the superintendent of schools in Santa Rosa County, FL. Santa Rosa
County is a northwestern county in the panhandle area of Florida. Once authorization was
obtained, elementary school principals from the towns of Milton, Pace and Bagdad were
contacted. Milton and Pace schools had registered English language learners. These school
principals replied with contacts within their faculty who would be likely to participate and who
had experience teaching the ELL.
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All documentation was sent via email to the principals and the teachers. The IRB draft
outlining the study, the consent form and the letter from the superintendent were all attached to
the email sent to the faculty and administrators of each school. Further confirmation from each
of the seven participants was received via a reply email. The replicated survey was reformatted
into an online survey. This survey was sent separately to each participant. Individually, a link to
the survey was sent out along with instructions for phase one, the multiple choice portion of the
survey, and phase two, the open-ended questions on the survey. Each participant was asked to
complete both phases and then check her schedule in order to set up a semi-structured interview
time. The teachers’ rigorous schedule was taken into consideration and the interviews were
planned at their convenience. Once all of the data was collected, from the survey and interviews,
actions were taken to begin organizing and analyzing what had been gathered.
Plan for Analysis of Data
The method of data analysis used in this study was a qualitative research pattern. The
environment of testing was a secure and natural setting. The sources of the information gathered
were kept anonymous. According to Parsons and Brown (2002, p. 55), the most effective
method of analyzing qualitative data is to group the data into like categories, explain the data,
and then finally, decode the data. This process was followed. Pages of notes were dissected and
categorized by independent variable. What percentage of the day the teacher was able to pull the
ELL aside for some individualized instruction or if the teacher used peer teaching in lieu of
teaching individual learners was another construct. One of the most scrutinized aspects of the
data collection was how the teacher adjusted the delivery of her instruction to compensate for the
communication barrier between herself and the ELL. Creation or alteration of curriculum
materials, to fulfill the needs of the second language student, was also a type of data. The audio
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tapes were systematically categorized in this manner. Audio tapes were transcribed and then
sorted in the aforementioned method. Tapes were listened to several times in order to ensure
reliable transcription of data. Subsequent to the grouping of the data, the participants’ survey
responses were added to the created categories.
The interview segment brought to light the relationship between the teacher and the ELL
students assigned to their mainstream classroom. One teacher incorporated her second language
student’s background knowledge into a lesson plan on weather. He had previously lived in
Missouri and had experienced a tornado. This teacher facilitated the instruction of her
kindergarten class and centered on different students’ encounters with the weather. It allowed
the English language learner to contribute to the group and truly share in the learning process
with the other students. One participant revealed that the mainstream teacher must, “work on
getting the student to feel comfortable with conversing within the classroom”. There were a
couple of incidences when a non-native speaker displayed frustration or misbehaved, but this
was viewed as more of a personality trait rather than an aversion to the classroom setting or
schoolwork. This data will assist researchers and teachers with future study by providing a look
at an area of the country that is just beginning to meet the needs of the English language learner
in a regular classroom and how they are doing it
The teachers in this area and in these schools are using what they have learned through
training and coursework. Some felt that the training was ineffective as far as hands-on
experience with the ELL and others stated, “Yes, it prepares you, but there is a lot of repetition
and it is long”. They are animated, expressive and work hard to involve the second language
student just as they would any other child with a special need. The environments that they create
for the non-native in the classroom setting are print rich and adapting. All of the participants
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mentioned that they felt that is was important to make the non-native student comfortable in their
classroom. One even went so far as to say that she wanted the classroom setting to be,
“Homelike”. Two teachers mentioned, in the interviews, that they use a lot of English words
side-by-side with Spanish words. They have also integrated pictures with the print in order to
assist the ELL with understanding vocabulary. One teacher revealed that she felt that many of
the methods and strategies she used with her native kindergarteners were also accommodations
that enriched the learning process of her non-native kindergartener. Other than the usual
classroom disruptions there were no outside interferences.
Depending upon the ELL’s level of proficiency, each regular classroom teacher was
assisted two or three days a week by a specialized English Speakers of Other Languages (ESOL)
instructor. The ESOL specialist conducts the assessments that are required for each English
language learner according to guidelines set forth by Florida’s Consent Decree. This instructor
would pull the English language learner from the mainstream classroom for thirty-minute blocks
and instruct the child in a more individualized setting. As one of the few Santa Rosa County
certified ESOL specialists, the woman interviewed revealed to me an outline of state standards
that she adheres to when entering a student into the ESOL program. Once the new student has
been assessed, by an oral examination, and the reading and writing too (for the third grade ELL)
an initial ELL plan is drawn up. This ELL plan outlines the target areas for instruction and the
objectives on how to achieve learning in these targeted areas. This particular ESOL specialist
visits the regular classroom teacher and suggests accommodations that they can use in order to
assist the ELL achieve their goals. In the interview, the thirty-year veteran educator shared some
facts about reaching the ELL. Pertaining to accommodations she stated, “When you make
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accommodations you want them to learn the essentials”. She admitted, “It is work” when a
regular classroom teacher takes on the second language student.
This study is intended to loosely replicate a previous study on mainstream first grade
teachers and their accommodations for the English language learners in their classrooms. In
2006, Drs. Clare Hite and Linda Evans investigated the understanding of accommodations for
the ELL student in the mainstream classroom. These researchers pulled data from 22
mainstream, first grade teachers in a large Florida district. Their objective was to gain
information on how these teachers understood the methods necessary to accommodate the
second language learner in their classrooms.
Results
A grounded theory was used as the method to analyze the data. The data from the
survey consisting of information on the instruction type, education and experience of the
participant and the classroom arrangement was recorded in a database spreadsheet format. The
semi-structured interviews were transcribed using a voice recorder and Microsoft word. After
transcription was complete the researcher read the compiled data and categorized similar
answers. Once the entire batch of data had been recorded in a spreadsheet, the researcher
extracted similar terms or events. For example, one contributor revealed, “I pulled her a lot and
spent a lot of one on one time with her” while another shared, “everyday, throughout the day, at
least two times, when the other students were doing stations or independent work, I would create
time with the ELL. Sometimes the assistant would work with ELL.”
As in the replicated study (Hite, 2006) if there were ideas that stood apart from the norm
they were absorbed into the major categories from the data. The major categories of
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accommodation, which surfaced, were curriculum modifications, instructional adaptations and
teaching approach.
Discussion
What strategies do these teachers use to accommodate the ELL? Are these methods
comparable to their national counterparts and are they exercised in a manner that will teach the
second language learner effectively? Each participant, except one, indicated that they modified
existing curricula to accommodate the ELL to some extent. One teacher stated, “Why reinvent
the wheel?” as she explained that she would modify lesson plans and activities in order to adapt
to the English language learners’ needs and levels of proficiency. Three of the seven participants
shared Florida reading text and instruction guides that were geared towards the second language
student. Yet another teacher stated that she used the same material with all of the students, nonEnglish speaking and English-speaking, but adjusted the instruction delivery when teaching her
non-English speaking student. These accommodations are consistent to those found in research
from other regions of the nation. The Hite/Evans study done in south Florida revealed that more
than half of the teachers in their study altered their resources to be more helpful in teaching the
ELL. It is a consensus that teachers need to alter their lessons and materials in order to help the
second language student achieve. (Lenski, et.al, 2006).
All participants in the study recognized that there is also a need to alter their instructional
delivery. Six teachers, out of the seven surveyed, indicated that they use a lot of gestures, visual
aids and repetition when instructing the ELL. Visual aids such as picture cards and word sorting
were highly utilized in instruction modification. Participant number eight stated that she
attempted to make all of her lessons “more visual and hands on”. Modeling was another
important aspect to all participants. One teacher indicated that it was “very important to show
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the ELL student how to do things”. Several articles that also listed modeling as a top strategy in
accommodating the ELL reinforced this. (Palmer, et.al, 2006; Yoon, 2007) Taking it slow and
keeping instruction on a more basic level was an approach used by participant number seven in
the study. She worked to help her second language learners develop basic classroom vocabulary
in order for them to feel comfortable in expressing their needs. She shared, “We work on basic
vocabulary that is necessary in the classroom like bathroom, colors, pencil, line-up, names etc. It
is important to stay simple and not overwhelm the students.” As a kindergarten teacher this
participant feels that the “child needs that foundation before growing academically.” This
approach to practical instruction was also found in a study done on English language learners
struggling to comprehend language in the classroom. A teacher in a Los Angeles school assisted
a Central American student in understanding figurative language. In order to accomplish this,
the teacher had to alter the instruction to exclude idioms or metaphors. The teacher also had to
keep the dialogue in context and relate this content to real life situations. (Palmer et.al, 2006)
Studies indicate that the inclusion of the ELL student in the regular classroom also
requires the task of arranging more professional development for the teachers (Meltzer, 2006) or
the difficulty of valid assessments. (Abella, 2005) This is not prevalent in the classrooms of
Santa Rosa. Possibly, due to the few English language learners currently enrolled, mainstream
teachers in Santa Rosa County seem to be supported by their administration. None of the seven
participants seemed agitated or hurried when they sought to communicate with the ELL in their
class.
Each kindergarten teacher displayed effortlessness as they shifted their instruction from
whole group to individual time with the second language student. One teacher revealed that she
was glad that she was a kindergarten teacher. She felt that this helped her in her instruction and
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that the visual aids, manipulatives and the overall print rich environment of the classroom made
it easier for her to accommodate help her ELL. A first grade teacher in the study reinforced
research done on teaching the student “where they are” in their English proficiency. Much of the
data proves significant in that it seemed to redirect the study at certain points. For example,
several of the teachers held on to the philosophy that they would teach in the moment. In 2004,
Dangling Fu noted that the regular classroom teacher should be concerned about helping the
English language learner achieve, not simply regurgitate curriculum. This student achievement
is demonstrated in many of the Santa Rosa classrooms.
All of the participants stated that the most important aspect of their approach was to take
things slow and be patient with the non-native speakers. The tone of the teachers’ delivery and
the climate of the classroom influence how the ELL student understands the curriculum. The
teacher must build the students’ confidence and trust. (Yoon, 2007)
Peer teaching was another major category that emerged from the collected data. Five of
the participants surveyed indicated that they utilized the more “responsible” students in their
class to assist the English language learners in various activities and lessons. Two of the
classroom teachers were fortunate enough to have two non-native speaking students in their
class. In both cases, one of the second language learners was a bit more proficient in English and
was able to model and translate for the ELL who was less able to comprehend. In her interview,
one of the first grade teachers added that there were many instances that she felt that having a
peer explain something to the non-native student helped them to relate to and understand it more
clearly. “Children can learn and explain to each other much better than the researcher can.”
Going a step farther, one study encouraged the peer support in order to involve the ELL in the
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classroom culture. This research stated that the English language learner performed at a higher
level when they felt comfortable and accepted among their American peers. (Yoon, 2007)
Upon data saturation it was discovered that a prevalent bit of advice emerged from one of
the survey questions in the second phase. All participants in this study revealed that the training
and education that they experienced was not as in depth as it should have been. The coursework
and in service hours that were required for the teachers to house the ELL student in their classes
did not provide them enough hands-on training and the skills to manipulate materials in order to
adapt instruction for the second language learner. Most revealed that the coursework and in
service hours were more situational in nature and provided little in the way of practice.
Nationally, this is equally an issue in the education of the ELL educators. Many researchers
express the need for a more immersed and specific program for teachers who instruct second
language students. (Watson, et.al, 2005; Meltzer, 2006).
There are several limitations to this study. Due to the variations in age, experience and
education of the participants the sample population used should be taken into consideration. The
results of this study should not be standardized. Furthermore, the region of the country and the
low enrollment of the English language learner in Santa Rosa County schools is not a valid
model for the rest of the country.
Future research questions surfaced throughout this study. Are the English language
learners well adjusted in their mainstream classroom? How are ELL students able to demonstrate
what they know on English language achievement tests?
Conclusion
It was predicted that the teachers, at the district level, would be very similar in approach
and practice to the mainstream teachers across the nation. Comparably, the participants in this
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study displayed an impressive amount of accommodating and adapting their instruction for the
English language learner. Modeling, peer tutoring, individualized instruction and the use of
visual aids are some of the strategies utilized throughout the nation. Research, at the local level,
divulged that similar accommodations are used and instruction is modified to meet the ELL in
Santa Rosa County. (Appendix E) These seven participants held their second language learners
to high standards. They encouraged the same engagement and participation from the non-native
and the native English speakers. In contrast, the mainstream teachers of Santa Rosa County
showed little in the way of cultural recognition. Two educators revealed that they learned a few
of words of the ELL’s native language. The ESOL specialist showed interest and cultural
relativism as she shared a story about a student she had from a very primitive culture. These
were the only indicators that the teachers in Santa Rosa County practice cultural relativism.
Research found that this was a major factor in the adaptation of the ELL into a regular classroom
setting. (Salinas, et.al, 2006) This is attributed to the fact that awareness of cultural diversity is
more prevalent in other regions of the nation.
The growth in the English language learner population is imminent. Although some
regions of the nation will grow at a faster pace than others there is no doubt that each school
system in the country will be influenced by the cultural shift. The needs of the students must be
met and this means that accommodations must be made. The mainstream teacher at the
classroom level will make these adjustments. The ELL success, in Santa Rosa County, is also
highly dependent up on state budget cuts and a support of the ESOL program. According to the
ESOL specialist, Santa Rosa County is geographically vast and difficult to cover. There is
strong need for more ESOL specialists to meet the increase in the county’s ELL. This study is
only a small sample of a population not yet fully influenced by the ELL growth. The future
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holds more ELL students for the District of Santa Rosa County, Florida and the data shown here
will be a valuable foundation for future mainstream teachers accommodating the English
language learner.
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Appendix A
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The English Language Learner
Appendix B
24
The English Language Learner
Appendix C
25
The English Language Learner
Semi-Structured Interview Questions
How do you involve a student who is a native speaker in the learning process?
Describe your teaching approach.
Describe your curriculum modifications
Describe your instructional adaptations
How do you feel about peer teaching?
What do you know about the Consent Decree in Florida?
Did the training/education that you acquired prepare you for teaching the ELL?
What type of instruction does your ELL student receive from the ESOL specialist?
Do you have any preferred resources that you use on a regular basis?
What advice would you give to an incoming teacher who will be teaching the ELL in their
mainstream classroom?
Appendix D
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The English Language Learner
Appendix E
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The English Language Learner
Percentage of Accommodations Used
Comprehension
Strategies
15%
Instruction Delivery
22%
Visual Aids
37%
Language Proficiency
Based Adaptations
26%
28