Equal educational opportunity for English learners: ESL teachers’ conceptualizations on the importance of academic language

Abstract

This qualitative interpretive study showcases views and perceptions of K–12 teachers of English as a second language (ESL) in a North Carolina school district regarding the importance of academic language to ensure equal education opportunities for English learners. Framed by sociocultural theory, the study's findings report current, practicing teachers’ perceptions regarding why access to academic language development is essential, in the context of both specialized ESL program services and content area classrooms. Study results also reveal demonstrations of facilitating academic language development in the context of K–12 public school classrooms to foster equal educational opportunities at school and within the community.

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

“…Therefore, under the backdrops of moving toward equitable education, EFL teaching is closely related to educational equity and exerts a significant influence on the process of minimizing educational and social gaps around the globe. Equity in EFL teaching can be promoted by ensuring equal opportunities for every learner ( Lachance et al, 2019 ) and responding to the educational needs of diverse student populations ( Leiva et al, 2021 ). However, inequities in EFL teaching persist and primarily manifest in teachers’ domination over the class without leaving students equal opportunities to become engaged in the teaching process ( Chen and Vibulphol, 2019 ; Wu, 2019 ) and in the failure to understand learners’ needs by merely adopting a one-size-fits-all approach regardless of students’ identity markers ( Du and Guan, 2016 ; Khdar et al, 2019 ), which may lead to low self-efficacy among students and discouraging learning outcomes ( Mo, 2020 ).…”

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

“…It can be beneficial to The findings of this study have the potential to inform future trainings, which can be an effective way to support teachers and increase their competency to support ELLs. Teacher perceptions also aid in the understanding of which needs are prioritized for ELLs by the teachers and their reasoning behind it (Lachance, Honigsfeld, & Harrell, 2019).…”