TEACHING ENGLISH LANGUAGE LEARNERS

Elementary Mainstream Classroom Teachers

Perceptions and Teaching Practice towards English Language Learners

By

LIN SUI

A research paper submitted in conformity with the requirements

For the degree of Master of Teaching

Department of Curriculum, Teaching and Learning

Ontario Institute for Studies in Education of the University of Toronto

The work is licensed under a Creative Commons Attribution-NonCommercial-

NoDerivs CC BY-NC-ND 4.0 International License

Copyright by Lin Sui, April 2015

TEACHING ENGLISH LANGUAGE LEARNERS 2

Abstract

Teaching in the Toronto District School Boards (TDSB), the largest school board in

Canada with the most diverse student population, many mainstream classroom teachers

feel that they are not equipped with adequate knowledge to teach and support English

language learners (ELLs) in their classrooms. This qualitative research used a literature

review and two face-to-face interviews to investigate this issue, focused around teachers

preparation and knowledge, effective teaching strategies, and personal learning

experience. The findings of the study indicated the importance for mainstream classroom

teachers to encompass appropriate pedagogical, theoretical, and cultural knowledge

through professional development in order to provide ELLs with sufficient support to be

successful.

Key Words: English Language Learners (ELL), mainstream classroom teacher, teaching

strategies, attitudes

TEACHING ENGLISH LANGUAGE LEARNERS 3

Acknowledgements

The past two years studying in the Master of Teaching program have been a great

learning experience for me. There are a number of people who I am deeply grateful for

their support and help.

To my research supervisor Jeff Bale, you have been so supportive and understanding.

Thank you for your time and effort in giving me guidance, help and advice throughout

writing and editing this research study.

To all my associate teachers, especially my two research participants, thanks for

your encouragement, support, and constructive feedback! Without your experiences, my

research would not have been possible.

To all my professors in the Master of Teaching program, thanks for your inspiration,

professional knowledge, and passion in the past two years. You enlighten my way of both

personal growth as well as professional development.

To my Primary/Junior 131 family, everyone is so special and nice, thanks for being

such an inclusive and loving community!

To Cheng, Emma, Joanna, Leona, and Qing, thanks for being such amazing and

supportive friends! We had so many precious memories together that I will treasure

forever.

To my parents, you are the worlds best parents, thanks for everything you have

done for me. Your endless and unconditional love is what makes me here.

To all the families and friends, thanks for being in my life. I want to thank you all from

the bottom of my heart.

TEACHING ENGLISH LANGUAGE LEARNERS 4

TABLE OF CONTENTS

Abstract ............................................................................................................................... 2

Acknowledgements ............................................................................................................. 3

Chapter 1: INTRODUCTION............................................................................................. 6

Introduction to the Research Study ............................................................................. 6

Purpose of the Study ................................................................................................. 10

Background of the Researcher .................................................................................. 12

Overview ................................................................................................................... 13

Chapter 2: LITERATURE REVIEW................................................................................ 14

Mainstream Teachers Perceptions and Attitudes toward ELLs ............................... 14

Second Language Acquisition Theories ................................................................... 16

Teachers Professional Development ....................................................................... 19

Teaching Practices and Strategies towards ELLs ..................................................... 21

Summary ................................................................................................................... 25

Chapter 3: METHODOLOGY .......................................................................................... 26

Procedure .................................................................................................................. 26

Instruments of Data Collection ................................................................................. 27

Participants ................................................................................................................ 28

Data Collection and Analysis.................................................................................... 29

Ethical Review Procedures ....................................................................................... 29

Limitations ................................................................................................................ 30

Chapter 4: FINDINGS ...................................................................................................... 31

Personal Experiences ................................................................................................ 31

Negative Learning Experiences ........................................................................ 31

TEACHING ENGLISH LANGUAGE LEARNERS 5

Positive English Second language Learning Experiences ................................ 32

Parental Influence ............................................................................................. 32

Impact on Teaching................................................................................................... 33

Positive Attitudes towards ELLs ...................................................................... 33

Awareness of ELLs Needs .............................................................................. 34

Teaching strategies.................................................................................................... 35

Effective Teaching Strategies ........................................................................... 35

Communication with Parents ............................................................................ 38

Professional Training ................................................................................................ 39

Chapter 5: DISCUSSION ................................................................................................. 40

Reflection .................................................................................................................. 40

Influence of Personal Learning Experience on Teaching ................................. 40

Effective Teaching Strategies ........................................................................... 41

Professional Training ........................................................................................ 42

Implications............................................................................................................... 43

Recommendations ..................................................................................................... 44

Limitations ................................................................................................................ 45

Further study ............................................................................................................. 45

REFERENCES ................................................................................................................. 46

Appendix A: Letter of Consent for Interview ........................................................... 53

Appendix B: Interview Questions ............................................................................. 55

TEACHING ENGLISH LANGUAGE LEARNERS 6

Elementary Mainstream Classroom Teachers

Perceptions and Teaching Practice towards English Language Learners

Chapter 1: INTRODUCTION

Introduction to the Research Study

Due to the large number of immigrants from different countries around the world,

students are becoming increasingly diverse in Canadian schools. Every year, Ontario

receives more than 100,000 immigrants, with one-third of this population is under the age

of nineteen. Moreover, three-quarters of these students are from countries where English

is not their first language. In the Toronto District School Board (TDSB), the largest

school board in Canada, 47% of the student population has a lang