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" Administrators' Perceptions of Transitioning Second Language Learners into the Mainstream Classroom "
Devia, Lydia Medina
Challoo, Linda
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1052338
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| Doc. No
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TL51455
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| Main Entry
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Devia, Lydia Medina
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| Title & Author
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Administrators' Perceptions of Transitioning Second Language Learners into the Mainstream Classroom\ Devia, Lydia MedinaChalloo, Linda
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| College
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Texas A&M University - Kingsville
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| Date
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2019
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| Degree
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Ed.D.
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| student score
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2019
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| Note
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150 p.
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| Abstract
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A leadership concern relevant in today’s public education system is the disparity of scores also known as the achievement gap between the general education population and the English Language Learner (ELL). This qualitative study addressed administrators’ perceptions of transitioning the Second Language Learner (L2) from the bilingual classroom into the general mainstream classroom. Despite an extensive literature review focusing on educational policy in a historical context, little was known about administrators’ perceptions or participation in the transitioning process of L2s that would be conducive to enhancing English proficiency once mainstreamed. This descriptive case study selected sample a size of eight administrators from a pool of the campuses that ranked the highest on the upcoming State of Texas Assessment of Academic Readiness (STAAR) in a similar socioeconomic status (SES) in the southwest areas where there is the largest Limited English Proficient (LEP) population. This naturalistic inquiry relied on the researcher being the primary instrument (Lincoln & Guba, 1985), and the semi-structured interview protocol served to examine administrators’ perceptions in order to identify the successful transitioning of L2s into the mainstream classroom. The research design logistics employed a qualitative methodology of trustworthiness and credibility, reliability, and validity beginning with the professionalism and anonymity of the respondents to the analysis of the transcription, coding, and analysis enhanced by NVivo reflection technology. The respondents in this study did not have Ivy League backgrounds. They are ordinary, hardworking educators who have come up the ranks as teachers. In reviewing the transcripts, one can tell these administrators struggled to express themselves eloquently both in English and in Spanish, yet it did not hinder them in propelling their students forward in spite of their distressed social conditions or the education policy currently in place. Ultimately, the research served to promote greater awareness of the benefits of principals’ decision making to promote best practices used to facilitate successful transitioning of L2s into the mainstream classroom in order for them to meet the standards on tests like the STAAR.
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| Descriptor
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Bilingual education
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Curriculum development
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Educational leadership
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Challoo, Linda
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Texas Aamp;M University - Kingsville
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