Perspectives on English Language Learner Programs: A Case Study

Abstract

English language programs across the country have experienced a recent swell in English language learner enrollment (McFarland et al., 2017). In this qualitative case study, the researcher elicited the perceptions of multiple groups of individuals directly impacted by the English language program in District B. Two elementary principals, five general education classroom teachers, three English language teachers, two English language paraprofessionals, and five English language learners were interviewed to gain perspective on the current status and effectiveness of the English language program in District B. Little research has been conducted on the perceptions of teachers and the implementation of English language programs in schools. Several shared views on the English language program in District B were identified after data were examined. Teacher participants of the study agreed English language learners gained more from the pull-out instructional model than the push-in model and also believed more collaboration time between general education teachers and English language staff to be necessary. Each of the five English language staff participants agreed with the perception of student achievement being increased through pull-out instruction facilitated by a certified English language teacher. Professional development for general education teachers in meeting the needs of English language learners in the general education classroom surfaced as a need. In addition, general education teachers requested supplementary resources for English language learners. Conclusions reached following this case study may assist school leaders in District B to evaluate and meet the needs of English language learners.