Teachers’ Perceptions about ESOL Students and Their Impact on Teaching Practices
Date of Award
2023
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
Elizabeth Essex
Abstract
Deficient thinking about native Arabic-speaking students and challenges in teaching English as a second language in international schools lead to perceiving second language learners as low achievers although they have promising intellect. This action research study explores teachers' perceptions of second language learners and how it impacts their teaching strategies. The data indicates a deficit of thinking about second language learners and a lack awareness about second language acquisition, which negatively impact providing effective teaching strategies. Cultivating an asset-based approach to support ESOL students, implementing L2 reading education, and professional development sessions regarding evidenced-based practices are three activities proposed as a solution to challenge deficit thinking and improve the learning environment for ESOL learners.
Keywords
1.) Second Language Learners 2.) Native Arabic Speaking 3.) Approach Academy 4.) asset-based approach 5.) Deficit Thinking
Rights Statement
Copyright © 2023, Author
Recommended Citation
Sbaitah, Nessrein, "Teachers’ Perceptions about ESOL Students and Their Impact on Teaching Practices" (2023). Graduate Theses and Dissertations. 7323.
https://ecommons.udayton.edu/graduate_theses/7323
