Abstract
The number of language learners (ELLs) is increasing rapidly at U.S. schools. Mainstream teachers have an important role in the academic success of these students because ELLs spend most of their school time in mainstream classes and are pulled out a few hours in a school day for ELL services. This research aims to uncover the educational experiences of ELLs in mainstream classes. Using statewide systematic initiative and qualities of linguistically responsive teachers as theoretical frameworks, I collected survey data from 129 teachers and interviewed 15 teachers. The results have shown that teachers tend to translate language for their students and over-simplify their instruction. Most teachers were unaware of state and federal policies about ELL education and completed required forms as a formality.
Recommended Citation
Guler, N. (2024). Teaching English Language Learners: Exploring the Instructional Modifications Mainstream Teachers Use. Journal of English Learner Education. (16)1.
Retrieved from https://stars.library.ucf.edu/jele/vol16/iss1/4
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