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Running Head: MAINSTREAM TEACHER TRAINING

Project Management Plan: Mainstream Teacher Training and English Language

Learners in The Classroom

Shenikah Grandison

Post University

Dr. Jennifer Vamvakas


Running Head: MAINSTREAM TEACHER TRAINING

Project Management Plan:

Mainstream Teacher Training and English Language Learners in The Classroom

Problem Statement:

Mainstream teachers do not have the necessary training and understanding of

methods to successfully teach English Language Learners in mainstream classrooms.

Learners

The intended audience for this project is mainstream teachers, especially those who

have ELLs in their classroom. A mainstream classroom teacher is considered an

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,

2011). It is important to dissolve the misconceptions and some of the frustrations

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

ELL student. It is important to in-service teachers to understand basic constructs of

bilingualism and second language development, the nature of language proficiency

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

diverse mainstream classrooms requires thoughtful planning and integration of


Running Head: MAINSTREAM TEACHER TRAINING

content expertise, field experiences and professional resources for an ELL-inclusive

setting. If my Capstone project is successful, mainstream teachers will be provided

an online in-service training about teaching ELLs in their class and the different

strategies they can use.

Learning Objectives

1. Develop a curriculum teaching how to instruct ELLs in a mainstream

classroom

2. Build a professional in-service training for teachers

3. Learn components necessary for developing a complete program

4. Reinforce knowledge set regarding ELLs, SLA and cultural diversity in the

classroom

5. Reinforce methods and strategies used by instructors to facilitate learning for

ELLs

6. Integrate curriculum into an in-service online module for accessibility and

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

teachers to learn certain aspects of ESL. It is important that mainstream teachers

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

the professional development of teachers.


Running Head: MAINSTREAM TEACHER TRAINING

Capstone Project EDU 699:


Mainstream Teacher Training and ELLs in the Classroom
Timeline
Week 1 Develop Curriculum, general survey and self-assessment
- Edit literature review
- Review PostU Capstone requirements

Week 2 Prepare web presentation site that is easily accessible


- Continue to edit literature review

Week 3 Ascertain evaluators for Capstone Project


- Send email and a link to access project
- Collect a registrar of names
- Collect material for appendix
- Review PostU Capstone requirements

Week 4 Data Collection


- Begin collecting data

Week 5 Data Collection


- Continue to collect data
- Begin writing results
- Begin creating video/PowerPoint presentation

Week 6 Analyze Data


- Finish collecting data and complete results sections
Week 7 Corrections, Findings and Discussion
- Complete analysis findings, summary, discussion and conclusion
- Complete online Capstone Project Presentation
- Place finished product on PLE
- Review paper for errors and APA formatting
- Review PostU Capstone requirements

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

occur at the time.


Running Head: MAINSTREAM TEACHER TRAINING

References

De Jong, E.J, Harper, C.A., Coady, M.R. (2013) Enhanced knowledge and skills for

elementary mainstream teachers of english language learners. Theory

Into Practice, 52

Pettit, S.K. (2011) Teachers beliefs about English language learners in the

mainstream classroom: A review of the literature. International

Multilingual Research Journal, 5