Date of Award
Doctor of Education (EdD)
Abraham S. Fischler College of Education and School of Criminal Justice
elementary education, ELL, English language learner, literacy, mainstream education, teacher perceptions
All across the United States, increased numbers of English language learners (ELL) are entering schools with limited formal education or proficiency in the English language at alarming rates. This new shift has affected school districts that are not prepared to address the needs of these ELL students due to the lack of preparation of mainstream teachers in their districts and schools. The problem addressed in this study was that many ELLs were not making adequate progress academically in mainstream classes. The purpose of this qualitative study was to explore teachers’ perceived preparedness to teach ELLs in mainstream classes in the researcher’s work setting. Throughout this research, the researcher aimed to explore connections between teacher perceptions of preparedness for teaching ELLs and their current pedagogical practices. This study sought to provide educators with insights on improving instruction for ELL students in mainstream classroom instruction. The researcher recommends further studies on ELL preparation programs for teachers and the impact of the training on student achievement.
Jennifer Mehu. 2023. Teacher Perceptions of Preparedness to Teach a Diverse Group of English Language Learners With Different Literacy Levels and Languages in the Mainstream Elementary Classroom. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (456)