Examining K-12 Teachers' English Learner Legal Knowledge and Literacy: The Impact of Training, Experience, and Confidence

Abstract

English learners (ELs) are one of the fastest growing populations in schools today, and they have consistently lagged behind their non-EL peers academically. It is critically important that K-12 educators are legally literate about EL students and are providing them with the education to which they are legally entitled. There is a limited amount of research on teachers’ legal literacy, and of the research that does exist, nothing has specifically focused on teachers’ legal knowledge and literacy pertaining to EL students. To address this research gap, this quantitative study, with the inclusion of two, open-ended qualitative questions, examined the extent of K-12 teachers’ knowledge and literacy pertaining to EL students through the use of a newly-designed survey instrument (TEPPS) and the impact of training, experience, and confidence on teachers’ knowledge and literacy. The quantitative findings indicate that ESL certification, training, confidence, and familiarity with Title VI of the Civil Rights Act of 1964 are all statistically significant predictors of both teachers’ legal knowledge and literacy pertaining to ELs. The qualitative findings of this study indicate that the tools and resources teachers believe are needed to ensure ELs’ legal protections are met include: (1) professional development; (2) training; (3) quick-reference guides; and (4) legal information. Furthermore, teachers provided suggestions regarding: (1) professional development and training; (2) ELs at their schools; and (3) improvement of TEPPS survey. The study concludes by offering: (1) practical recommendations for school leaders, teachers, parents/families, and ELs; (2) recommendations for policy; and (3) recommendations for future research, including more research regarding educators’ legal knowledge and literacy pertaining to ELs.