Teachers' perceptions of effective instructional strategies based on discourse in terms of improving English learners' listening, speaking, and writing skills

摘要

The purpose of this study was to determine teachers??? perceptions of the instructional strategies based on discourse that are most effective in improving English Learners??? (ELs) listening, speaking, and writing skills. An online survey was distributed to fifth and sixth grade teachers participating in a 3-year mathematics grant to strengthen their pedagogical knowledge of discourse. Thirty-three respondents completed 12 statements relating to teachers??? perceptions of the effectiveness of instructional strategies used based on discourse in terms of improving ELs??? listening, speaking, and writing skills. In addition, respondents were provided with an open-ended response field to submit written comments. The researcher found that respondents perceived targeting academic language and requiring students to justify their answers were highly effective strategies in improving ELs??? listening, speaking, and writing skills. As school districts move toward implementing the Common Core State Standards, administrators must continue to address the challenges ELs face in accessing core content areas. The researcher recommends that school leaders provide professional development to enhance teachers??? ability to (1) develop the language and content knowledge of ELs, (2) enhance ELs??? skill in justifying their answers, and (3) create classroom environments where discourse norms are established.