The purpose of this qualitative study was to investigate how mainstream elementary teachers perceive the inclusion of English learners (ELs) in their classrooms and what strategies they use to enhance the learning of ELs. Utilization of Bandura’s self-efficacy occurred in the research. The two research questions that guided the study include, “What are the perceptions of elementary teachers regarding the inclusion of ELs in their classrooms?” and “How do elementary teachers demonstrate their knowledge and application of effective strategies for supporting and enhancing the learning of ELs?” The two research questions helped to explore the phenomenon of mainstream teachers’ perceptions of the inclusion of ELs in their classroom. Data analysis using open and axial coding revealed four emergent themes: a) Positive Views Regarding the Inclusion ELs, b) Challenges Regarding EL Inclusion, c) Methods of Differentiation for ELs, and d) Professional Development to support ELs. Even though the 10 elementary school teachers were asked to provide model lesson plans, the data pointed to an incomplete understanding by the participants of the specific strategies that support EL academic advancement. While the interview data occasionally mentioned incorporation of some of these items missing in lesson plans such as providing students with translated document and chunking the lessons as a way to properly pace it for newcomers, the lack of specific detail about how those strategies were implemented may suggest a disconnect between theory and practice (Aronson & Laughter, 2016; Ketter & Stoffel, 2008; Zhang & Stephens, 2013; Zhu, 2019). Based on the findings, it appeared that many of the items that participants included in their lesson plans are “good teaching strategies” that apply to all students. What is absent are those specific strategies that support the English language acquisition of ELs. This research will benefit district and school leaders, and policy makers.
","abstract_html":"<p>The purpose of this qualitative study was to investigate how mainstream elementary teachers perceive the inclusion of English learners (ELs) in their classrooms and what strategies they use to enhance the learning of ELs. Utilization of Bandura’s self-efficacy occurred in the research. The two research questions that guided the study include, “What are the perceptions of elementary teachers regarding the inclusion of ELs in their classrooms?” and “How do elementary teachers demonstrate their knowledge and application of effective strategies for supporting and enhancing the learning of ELs?” The two research questions helped to explore the phenomenon of mainstream teachers’ perceptions of the inclusion of ELs in their classroom. Data analysis using open and axial coding revealed four emergent themes: a) Positive Views Regarding the Inclusion ELs, b) Challenges Regarding EL Inclusion, c) Methods of Differentiation for ELs, and d) Professional Development to support ELs. Even though the 10 elementary school teachers were asked to provide model lesson plans, the data pointed to an incomplete understanding by the participants of the specific strategies that support EL academic advancement. While the interview data occasionally mentioned incorporation of some of these items missing in lesson plans such as providing students with translated document and chunking the lessons as a way to properly pace it for newcomers, the lack of specific detail about how those strategies were implemented may suggest a disconnect between theory and practice (Aronson & Laughter, 2016; Ketter & Stoffel, 2008; Zhang & Stephens, 2013; Zhu, 2019). Based on the findings, it appeared that many of the items that participants included in their lesson plans are “good teaching strategies” that apply to all students. What is absent are those specific strategies that support the English language acquisition of ELs. This research will benefit district and school leaders, and policy makers.</p>","abstract_has_math":false,"creators":["Kossonou, Geraki Marie"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Seon Jeon","Dr. Michael Dentzau","Dr. Saoussan Maarouf, Member"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-01-01T08:00:00Z","date_published":"2024-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["English learners","elementary school","English learners support strategies","assessment of English learners","differentiation","inclusion in education","teacher collaboration","Bilingual, Multilingual, and Multicultural Education","Education"],"languages":["english"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/533","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Seon Jeon","Dr. Michael Dentzau","Dr. Saoussan Maarouf, Member"]},{"key":"dc:creator","label":"Author","values":["Kossonou, Geraki Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-08-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English learners","elementary school","English learners support strategies","assessment of English learners","differentiation","inclusion in education","teacher collaboration","Bilingual, Multilingual, and Multicultural Education","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["english"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/533"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study was to investigate how mainstream elementary teachers perceive the inclusion of English learners (ELs) in their classrooms and what strategies they use to enhance the learning of ELs. Utilization of Bandura’s self-efficacy occurred in the research. The two research questions that guided the study include, “What are the perceptions of elementary teachers regarding the inclusion of ELs in their classrooms?” and “How do elementary teachers demonstrate their knowledge and application of effective strategies for supporting and enhancing the learning of ELs?” The two research questions helped to explore the phenomenon of mainstream teachers’ perceptions of the inclusion of ELs in their classroom. Data analysis using open and axial coding revealed four emergent themes: a) Positive Views Regarding the Inclusion ELs, b) Challenges Regarding EL Inclusion, c) Methods of Differentiation for ELs, and d) Professional Development to support ELs. Even though the 10 elementary school teachers were asked to provide model lesson plans, the data pointed to an incomplete understanding by the participants of the specific strategies that support EL academic advancement. While the interview data occasionally mentioned incorporation of some of these items missing in lesson plans such as providing students with translated document and chunking the lessons as a way to properly pace it for newcomers, the lack of specific detail about how those strategies were implemented may suggest a disconnect between theory and practice (Aronson & Laughter, 2016; Ketter & Stoffel, 2008; Zhang & Stephens, 2013; Zhu, 2019). Based on the findings, it appeared that many of the items that participants included in their lesson plans are “good teaching strategies” that apply to all students. What is absent are those specific strategies that support the English language acquisition of ELs. This research will benefit district and school leaders, and policy makers.
"]},{"key":"dc:title","label":"Title","values":["Elementary Teachers’ Perceptions Regarding the Inclusion of English Learners in Mainstream Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Dr. Seon Jeon","Dr. Michael Dentzau","Dr. Saoussan Maarouf, Member"],"dc:creator":["Kossonou, Geraki Marie"],"dc:date.available":["2024-08-05T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative study was to investigate how mainstream elementary teachers perceive the inclusion of English learners (ELs) in their classrooms and what strategies they use to enhance the learning of ELs. Utilization of Bandura’s self-efficacy occurred in the research. The two research questions that guided the study include, “What are the perceptions of elementary teachers regarding the inclusion of ELs in their classrooms?” and “How do elementary teachers demonstrate their knowledge and application of effective strategies for supporting and enhancing the learning of ELs?” The two research questions helped to explore the phenomenon of mainstream teachers’ perceptions of the inclusion of ELs in their classroom. Data analysis using open and axial coding revealed four emergent themes: a) Positive Views Regarding the Inclusion ELs, b) Challenges Regarding EL Inclusion, c) Methods of Differentiation for ELs, and d) Professional Development to support ELs. Even though the 10 elementary school teachers were asked to provide model lesson plans, the data pointed to an incomplete understanding by the participants of the specific strategies that support EL academic advancement. While the interview data occasionally mentioned incorporation of some of these items missing in lesson plans such as providing students with translated document and chunking the lessons as a way to properly pace it for newcomers, the lack of specific detail about how those strategies were implemented may suggest a disconnect between theory and practice (Aronson & Laughter, 2016; Ketter & Stoffel, 2008; Zhang & Stephens, 2013; Zhu, 2019). Based on the findings, it appeared that many of the items that participants included in their lesson plans are “good teaching strategies” that apply to all students. What is absent are those specific strategies that support the English language acquisition of ELs. This research will benefit district and school leaders, and policy makers.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/533"],"dc:language":["english"],"dc:subject":["English learners","elementary school","English learners support strategies","assessment of English learners","differentiation","inclusion in education","teacher collaboration","Bilingual, Multilingual, and Multicultural Education","Education"],"dc:title":["Elementary Teachers’ Perceptions Regarding the Inclusion of English Learners in Mainstream Classrooms"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:44:41Z"}