Effectiveness and challenges of ENL instructional practices for young English language-learners

Abstract

In 2016, it was estimated by National Center for Education Statistics that there are about 4.5 million English language learners (ELLs) attending the U.S. schools. Improving the education of these students is a national educational priority. These students face many challenges when they have to learn a new language as a part of the academic requirements and policy. Seldom are teachers, who work with these students, invited to share their concerns and challenges with the decision-makers of the education policies. It is imperative to ascertain the perspectives of teachers who are such important figures in the educational lives of English language learners. This study examined the teachers' views on the effectiveness and challenges of instructional practices of ESL instruction in a school district in Chautauqua County and about the practices they employ to overcome those challenges. Seven teachers, that teach ELLs at different grade levels, were interviewed in person at the school district. In addition, the researcher also observed a few ESL (English as Second Language) classes and related assessments at the school district. The collective results in this study elaborate on the effectiveness, various challenges (social, academic, cultural, linguistic) that the teachers face while working with ELLs and how they try to overcome those challenges. [from author's abstract]