This study focuses on the instruction of middle grade English language learners (ELs) and their bilingual, English as a Second Language (ESL), and content teachers in a large, urban, Midwestern school district. This mixed methods study gathered quantitative and qualitative data using a survey and interviews to examine the preparation, dispositions, and experiences of middle grade EL teachers; their professional development; their instructional decisions related to language and literacy development; and the factors that influence these decisions. Study results aided the formulation of district, school, and teacher level recommendations based on the belief that without equitable, quality instruction, and highly developed and supported EL teachers, these students will not attain the knowledge and skills in content, language, and literacy necessary for success in learning and life.
","abstract_html":"<p>This study focuses on the instruction of middle grade English language learners (ELs) and their bilingual, English as a Second Language (ESL), and content teachers in a large, urban, Midwestern school district. This mixed methods study gathered quantitative and qualitative data using a survey and interviews to examine the preparation, dispositions, and experiences of middle grade EL teachers; their professional development; their instructional decisions related to language and literacy development; and the factors that influence these decisions. Study results aided the formulation of district, school, and teacher level recommendations based on the belief that without equitable, quality instruction, and highly developed and supported EL teachers, these students will not attain the knowledge and skills in content, language, and literacy necessary for success in learning and life.</p>","abstract_has_math":false,"creators":["Cardenas-Lopez, Elizabeth"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Reading, Language and Literacy","degree_department":null,"school":null,"contributors":["Donna Ogle, Ed. D., Chair, Dissertation Committee","Antonina Lukenchuk, Ph.D., Member, Dissertation Committee","Ruth Quiroa, Ed.D., Member, Dissertation Committee"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-04-01T07:00:00Z","date_published":"2015-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Middle Grade English Learners","Middle Grade Bilingual","ESL","and Content Teachers","Language and Literacy","Common Core and WIDA Standards","Bilingual, Multilingual, and Multicultural Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donna Ogle, Ed. D., Chair, Dissertation Committee","Antonina Lukenchuk, Ph.D., Member, Dissertation Committee","Ruth Quiroa, Ed.D., Member, Dissertation Committee"]},{"key":"dc:creator","label":"Author","values":["Cardenas-Lopez, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Language and Literacy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Middle Grade English Learners","Middle Grade Bilingual","ESL","and Content Teachers","Language and Literacy","Common Core and WIDA Standards","Bilingual, Multilingual, and Multicultural Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study focuses on the instruction of middle grade English language learners (ELs) and their bilingual, English as a Second Language (ESL), and content teachers in a large, urban, Midwestern school district. This mixed methods study gathered quantitative and qualitative data using a survey and interviews to examine the preparation, dispositions, and experiences of middle grade EL teachers; their professional development; their instructional decisions related to language and literacy development; and the factors that influence these decisions. Study results aided the formulation of district, school, and teacher level recommendations based on the belief that without equitable, quality instruction, and highly developed and supported EL teachers, these students will not attain the knowledge and skills in content, language, and literacy necessary for success in learning and life.
"]},{"key":"dc:title","label":"Title","values":["Teaching English Learners in Middle Grades: A Mixed Method Study of the Dispositions, Priorities, and Instructional Practices of Urban Bilingual, ESL, and Content Teachers"]}]}],"canonical_facts":{"dc:contributor":["Donna Ogle, Ed. D., Chair, Dissertation Committee","Antonina Lukenchuk, Ph.D., Member, Dissertation Committee","Ruth Quiroa, Ed.D., Member, Dissertation Committee"],"dc:creator":["Cardenas-Lopez, Elizabeth"],"dc:date.available":["2015-04-29T07:00:00Z"],"dc:description.abstract":["This study focuses on the instruction of middle grade English language learners (ELs) and their bilingual, English as a Second Language (ESL), and content teachers in a large, urban, Midwestern school district. This mixed methods study gathered quantitative and qualitative data using a survey and interviews to examine the preparation, dispositions, and experiences of middle grade EL teachers; their professional development; their instructional decisions related to language and literacy development; and the factors that influence these decisions. Study results aided the formulation of district, school, and teacher level recommendations based on the belief that without equitable, quality instruction, and highly developed and supported EL teachers, these students will not attain the knowledge and skills in content, language, and literacy necessary for success in learning and life.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/112"],"dc:subject":["Middle Grade English Learners","Middle Grade Bilingual","ESL","and Content Teachers","Language and Literacy","Common Core and WIDA Standards","Bilingual, Multilingual, and Multicultural Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development"],"dc:title":["Teaching English Learners in Middle Grades: A Mixed Method Study of the Dispositions, Priorities, and Instructional Practices of Urban Bilingual, ESL, and Content Teachers"],"thesis:degree_discipline":["Reading, Language and Literacy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}