ESOL Urban High School Teachers’ Perceptions of Their Instructional Strengths and Challenges: A Qualitative Case Study
DOI:
https://doi.org/10.30617/dialogues.2.1.2Keywords:
ESL teachers, ESL instruction, Urban public schools, Self-efficacyAbstract
The current interest in student performance and evaluation often neglects the impact instruction has in the academic achievement of English Learners. Similarly, recent literature focuses on educators’ specific set of qualities and abilities without considering the implications of self-perception and professional development as instrumental parts of teacher effectiveness. The purpose of this article is to understand the pedagogical experiences of ESL teachers in an urban high school. Through interviews and observations, this article provides an overview of the instructional realities ESL educators face in today’s classrooms. Furthermore, findings reveal the relationship between self-perception and instructional performance in the ESL classroom.
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