Sixth Grade Teachers' Perceptions of Training in Differentiation for English Language Learners

This study addressed a problem in a large city located in a northwestern suburb in Texas where 41% of their English language learners (ELLs) were falling below passing standards on their state standardized tests. Some schools in this district were no longer meeting AYP and a loss of Federal Title 1 funding was becoming imminent if they continued to fall below the state projected growth standards. This qualitative study utilized an instrumental case study design employing purposive sampling to conduct individual interviews with 10 teachers that work directly with ELLs. This project study revealed teachers' perceptions of the importance of training in differentiated instruction to teach ELLs. Thematic analysis was used after the interviews were transcribed and trustworthiness was strengthened by the use of triangulation. The theoretical base and conceptual framework for this project study was based on the works of social constructivism and the professional learning community. The teachers' responses indicated that they believed that the practice of differentiating instruction is helpful in closing the achievement gap for the ELLs. Teachers' responses also revealed that they could benefit from trainings in differentiation. The key results from this study will be used to conduct a professional development session for administrators to explain and model the importance of differentiating instruction for the ELLs on their campuses. This study will promote positive social change in the local setting by informing administrators of the importance of teacher training in the strategies to differentiate instruction for ELLs.