Beruflich Dokumente
Kultur Dokumente
Shenikah Grandison
Post University
Problem Statement:
Learners
The intended audience for this project is mainstream teachers, especially those who
educator whose primary training has been in one or more traditional subject areas
such a math and who only uses English to communicate with their students (Pettit,
that mainstream teachers may have about ELLs. Literature states that teachers
beliefs affect the expectations they hold of students, but their actions in the
classroom also reflect their beliefs (Pettit, 2011). The most prevalent predictor of
shaped beliefs about ELLs was the amount of second language learning training
received (Pettit, 2011; De Jong, Harper and Coady, 2013). Besides their subject,
teachers have to be introduced to components that will affect how they teach the
and the role of the first language and culture in learning (Clair and Temple, 1999 via
Pettit, 2011). De Jonj, Harper and Coady (2013) found that preparing teachers for
an online in-service training about teaching ELLs in their class and the different
Learning Objectives
classroom
4. Reinforce knowledge set regarding ELLs, SLA and cultural diversity in the
classroom
ELLs
scholarship
Below one will find the eight-week timeline that the researcher will use to conduct
the action research capstone project. In conclusion, there is a need for mainstream
can understand the difficulties ELLs face inside the classroom and outside the
classroom. By in large this does not replace the ESL instructor, it only reinforce what
is being taught for the benefit of both the mainstream and ESL instructor. It is
Running Head: MAINSTREAM TEACHER TRAINING
important that there is consistency for the academic success of the ELL student and
Week 8 Completion
- Review all materials: Action Research Capstone paper, Deliverables
(paper curriculum and in-service training module) and online
presentation with Capstone PostU Presentation requirements
- Present Capstone
*This timeline is contingent upon any necessary changes or delays that may
References
De Jong, E.J, Harper, C.A., Coady, M.R. (2013) Enhanced knowledge and skills for
Into Practice, 52
Pettit, S.K. (2011) Teachers beliefs about English language learners in the