ESOL Teachers’ Perceptions and Knowledge to Assist Multilingual Learners: A Qualitative Case Study

Abstract

The problem is that while the number of Multilingual learners (MLs) in Maryland has drastically increased, there are not enough English language development (ELD) teachers certified or prepared to deliver effective instruction. A gap in the research exists because ELD teachers seldom feel prepared to meet the academic needs of ML students. The study aimed to address a gap in the literature focusing on the training and resources available to assist ELD teachers in meeting the learning needs of ML students. To address the problem, the research questions focused on ELD teachers’ readiness and preparation to teach MLs, how perceptions influence ELD teachers’ practice, best ELD strategies used by ELD teachers, and the challenges they face while teaching ML learners. The purpose of this qualitative case study was to explore secondary ELD teachers’ perceptions of their preparedness to meet the needs of multilingual learners in secondary schools in a school district in the southern part of Maryland. Adaptive and transformational leadership theories formed the study’s theoretical framework. The participants included a purposeful sample of 15 ELD teachers with at least one year of teaching experience. Virtual one-on-one, semi-structured, open-ended interviews and a focus group with open-ended questions were used to gather information. Braun and Clarke's thematic approach was utilized to analyze the transcripts. Tables will illustrate the findings and themes that showed knowledge of best ELD practice, professionally trained, or prior teaching experience helped ELD teachers meet the needs of ML learners.