12-07-2012, 12:00 PM
Experiences and Challenges of English Teachers in India in Teaching English as a Second Language
Experiences and Challenges .docx (Size: 49.35 KB / Downloads: 26)
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Introduction to the Study
Public schools across India have experienced a rapid increase of English Language Learners (ELLs) with Limited English Proficiency (LEP) and disparities in their educational background. Elementary and secondary teachers are presented with myriad challenges on how to meet the educational needs of ELLs using traditional methods of instruction such as lectures, worksheets, and paper-and-pencil tests. Public school educators also lack adequate professional development on working with a diverse population of students. For improving English proficiency and academic performance for these students Public school educators are experiencing difficulties when it comes to educating ELLs within the mainstream classrooms where there are limited resources to increase English-language acquisition drives a need for a more comprehensive understanding of students learning English as a second language and the effect upon their education of learning English as a second language. Many teachers are not equipped with adequate knowledge about ELLs or about what constitutes effective instruction for this population.
Purpose of the Study
Teachers need to have a broad range of knowledge and skills to effectively create a classroom community that is supportive of learning for diverse students. If teachers are going to be successful in teaching ELLs in the mainstream classroom, they need to understand the principles of second-language learning. Professional development on understanding SLA can improve the ability of mainstream teachers in serving culturally and linguistically diverse students in their classrooms (Fillmore & Snow, 2002; Hamayan, 1995).Secondary purpose was to discover if there is a need for professional development in schools and colleges to teach rural back ground students of ELLs through observation of instructional practices and strategies used in the classroom.
Research Questions
The primary research question for this study was, “How do ESL teachers perceive the inclusion of rural back ground students in the class room? SThis research question was followed by a series of secondary research questions.S
1. How do educators perceive their preparation and knowledge about working with ELLs?
2. How do educators perceive professional development that is geared toward effectively teaching ELLs?
3. How do educators perceive the role of APSCHE/AICTE to support framing effective syllabus for ELLs?S
4. How do educators perceive teaching English to low literary level rural back ground student?
Significance of the Study
The identification and implementation of effective strategies, approaches and methods of second-language learning and successful program models are essential in preparing teachers to work with ELLs in the mainstream classroom. According to Commins and Miramontes1, teachers often used instructional strategies which are geared mainly to native English speakers oftentimes leaving second-language learners behind. Furthermore, some teachers tend to water-down the curriculum, have low expectations, English language acquisition along with academic language for second-language learners. In order to prepare educators for continuous change, connect theory to practice, and make improvements in practice, professional development is essential for educators across the nation. This study supported the assumptions that educators need to become more culturally responsive by changing their attitudes, pedagogy, and continuously participate in professional development to support the learning of ELLs.
Assumptions and Limitations
Assumptions
There were two assumptions made in this research study. The first assumption was increased professional development for educators would lead to a better understanding of ELLs learning and acquiring a second language, further increasing teachers’ awareness of intellectual differences would lead to using effective instructional strategies needed to successfully teach second-language learners. Second, it was assumed the educators who participated in the study would provide unbiased answers to the questions. This was also a limitation.
Limitations
Potential limitations of this study included the use of a small sample size, possible biased findings, and the use of one-on-one interviews. The sample size included 10 regular education teachers in one school and in one Engineering college. This limited the researcher’s ability to make broad statements or generalizations.
Teacher’s Perceptions and Beliefs about ELLs
Gay2 declared, “Culture is at the heart of all we do in the name of education, whether that is curriculum, instruction, administration, or performance assessment; culture determines how we think, believe, and behave and in turn, can affect how we teach” (p. 8). Furthering this assertion, Spindler and Spindler3believed teachers bring their personal cultural backgrounds to the classroom as well as students, unconsciously constructing meanings of individuals or group behaviors of rejection, acceptance, conflict and alienation. Teachers with more experience in diversity training appeared to have a more positive viewpoint toward language diversity as represented by the four constructs in the study. Additionally, a combination of diversity training and language ability appeared to alter teacher attitudinal beliefs which suggested that all teachers need to be exposed to diversity issues and acquire some degree of second language proficiency. Another important finding of the study indicated a teacher’s years of teaching experience did not guarantee positive behavior toward any of the constructs related to educating ELLs.