| Following the 2008 passage of Proposition 203 in a southwestern state, the state's public schools began mandated English Language Development (ELD) classes for the state's English Language Learners (ELLs). These classes separated ELLs and proficient English-speaking students. The concern, from the Social Justice Perspective, was that separating students might cause academic and social disadvantages. The research questions in this descriptive case study addressed ELD teachers' perceptions of how separate ELD classes affected students' academic performance and social needs. Language acquisition theory served as a conceptual framework for the study. Data were obtained through focus groups and interviews with a purposeful sample of 13 elementary ELD teachers in a small border town. Data were coded and analyzed for common themes based on the conceptual framework and emergent themes to answer the research questions. The study results indicated that ELD teachers struggled with the instructional demands of the 4-hour block, modified their instructional methods to meet students' needs, and remained concerned about their students' social needs. The doctoral project addressed these academic and social concerns in the form of an afterschool program curriculum project designed to bring together elementary ELL students and middle school National Junior Honor Society students in an instructional and peer tutoring situation. The program, Buddying Up to Increase Language Development (B.U.I.L.D.), can promote positive social change for the school district stakeholders as they implement it to address the learning and social needs of ELD students and use the platform to inform professional development for teachers. |
