Mainstream Teacher Experiences with English-as-a-New-Language Students: Effect on Teaching and Co-teaching Practices

摘要

Current NY state regulations for English as a New Language (ENL) instruction require amended units of study and Integrated ENL co-teaching programs. As new reforms are implemented, mainstream teachers are facing emerging roles requiring the need for collegial dialogue, clarification and support. By exploring teacher experiences with ENL students, using a case study approach, this study identifies the influence on teaching and co-teaching practices. The participants include twelve mainstream teachers who have taught or co-taught ENL students in a suburban middle school with a predominant East Asian ENL student population and a smaller ENL Latino population. The findings in this study indicated that the depth and complexity of teacher attitudes and belief systems toward teaching ENL students under distinct institutional programs influenced their perception of effective practice and collaboration in mainstream and co-taught classrooms. This study has important implications on theory, practice and research since current statewide regulations are transforming mainstream classrooms and the traditional roles of teachers, impacting the continuing development of their practice, and shedding some light on student impact.