Perceptions of English as a Second Language (ESL) Teachers on the Impact of ESL Programs on ESL Student High School Graduation

Download or read book Perceptions of English as a Second Language (ESL) Teachers on the Impact of ESL Programs on ESL Student High School Graduation written by Silvia Restivo and published by . This book was released on 2012 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers’ perceptions of the effectiveness of ESL programs and their impact on English language acquisition for high school limited English proficiency (LEP) students, as well as on ESL teaching practices. Exploring these perceptions provided valuable information for teachers and school administrators on future ESL instruction and process for ensuring successful English language acquisition for LEP students enrolled in Northern Virginia Public Schools. A mixed method approach informed this study. Qualitative and quantitative data were collected in order to draw conclusions as well as making recommendations. The focus of this study was to understand how ESL teachers in Northern Virginia’s schools viewed the effectiveness of ESL programs. Through reported experiences via one-on-one interviews of ESL teachers and ESL coordinators, the researcher was able to draw conclusions as to how ESL teachers view the process of English language acquisition by LEP students. Teachers’ perceptions of ESL programs and instructional methods for English language learning was also examined to provide insights into methods in which ESL teachers and school administrators can better ensure the success of English language learners. In addition, student descriptive data was collected and analyzed to examine what kind of relationship exists between the ESL program and students’ on-time graduation. Among quantitative data collected was the following: English proficiency levels, high school credits earned, English 11 SOL scores, student transfers, drop-out, and graduation quality. Recommendations from the study provide insight that may be used for enhancing pedagogical practices to advance the teaching applications of second language acquisition. Suggestions were also made for future study.