Teacher Perspectives of Professional Development and the Implementation of Instructional Practice for English Language Learners

Abstract

An increasing number of U.S. teachers of English Language Learners (ELL) across the nation are not receiving adequate in-service training to provide instruction within students’ Zone of Proximal Development (ZPD). Vygotsky’s ZPD is the difference between what a person can achieve when acting alone and what the same person can achieve when acting with support from someone else. ELL instructional practices should be implemented in ELL students’ ZPD to ensure adequate academic performance. A lack of training is a local problem for a school district in the state of Florida. The purpose of this basic qualitative study was to explore the perspectives of ELL teachers regarding the professional development trainings they received to teach ELL students within their ZPD. The two research questions focused on: (a) how elementary teachers implement instructional practices and resources to teach ELL students within their ZPD and (b) what their perspectives are of the professional development they were provided to teach ELL students. A purposeful sample of eight teachers of ELL students in the first through fifth grades participated in individual interview sessions. Using thematic analysis, data were analyzed using open coding and axial coding. The findings revealed participants’ concerns regarding their knowledge and preparation, as well as the professional development they were offered for teaching the ELL students. An in-service training project was created to provide teachers of ELL students with more information regarding strategies, accommodations, and instructional implementation. This study may contribute to positive social change by highlighting areas of concern for further research. Providing in-service training may equip teachers with the skills and knowledge that they need to teach ELL students within their ZPD, which may result in better educational outcomes.