Research Topic
How Can Content Teachers and Other Educators Support ELLs in the Classroom?
Aim
To discover and characterize effective instruction strategies mainstream material instructors and educational assist body of workers can use to help English Language Learners (ELLs) extra effectively in frequent lecture room environments.
Objectives
• Identify current practices utilized by content educators for ELL support
• To discover the best instructional practices that promote comprehension of subject material for ELL students
• To explore the role of both general and special education policies for educational support staff in assisting teachers with ELLs
• To provide practical guidelines to implement these strategies in a real-life classroom context
Literature Review in Short
Research indicates that ELL students have separate needs in your content-area classrooms. Visual aids and collaborative learning has also shown to promote ELL students understanding tremendously (Brown, 2019). According to Martinez (2020), teacher preparation on ELL instruction differs greatly which creates an unequal level of support. As Wong (2021) explains, academic success in ELL students also requires a balance of both content and language objectives.
Research highlights a lack of clarity into how content teachers and support staff can cooperate effectively. Though an important facet of any strategy, research has little to say about building systems of support within schools.
Outline of Research
Phase 1: Gathering of Primary Data
• A survey of current modes of pedagogic practice
• Classroom observations
• Content teachers Interviews
Phase II: Strategy Implementation
• Workshops on professional development
• Executing certain strategies
Regular follow-up and feedback
Phase 3: Evaluation
• Evaluation of the effectiveness of strategy
• Collect student performance data
• Analysis of Teacher & Staff inputs
Description of Study Sample
The study will involve:
• 20 teachers of whatever subject area content
• 10 staff members in the education support sector
• 6-8 grade ELL students, 100 total
3 middle schools in a variety of communities
Sampling Techniques
• Purposive sampling of schools comprising a majority number of ELL
• Selection of teachers to participate based on random sampling
• Stratified sampling design to select ELL students by levels of language proficiency
• Use of educational support staff on a voluntary basis
Resources
Personnel
• 2 research assistants
• 1 data analyst
• 1 ELL specialist consultant
Materials
• Survey instruments
• Observation protocols
• Recording equipment
• Data analysis software
Time
• 12-month study period dived into four intervals of three months each.
• 3 months for data collection – one to three times based on the feedbacks from various students and educators.
- 6 months for implanting the strategy
Data analysis and writing up to report – 3 months
The information supplied is, to the best of my knowledge and belief, accurate. I clearly understand my obligations and the rights of the participants. I agree to act at all times in accordance with University’s regulations for undertaking research.