| Federal and state educational policies have placed heavy demands on school districts and local schools across the nation to increase the academic performance level of all learners, especially English language learners (ELLs). Research revealed that the population of ELL students has grown exponentially over the last two decades. As the number of these language minority students continues to rise, educational experts advanced that the academic achievement level of this subgroup continues to decline. In an effort to meet both the language and the academic learning needs of ELLs, the Blueprint for Reform: the Reauthorization of the Elementary and Secondary Education Act of 2010 requires that school districts and local schools develop rigorous language programs. The purpose of this qualitative study was to investigate the strategies, theories, and techniques English language educators utilized at a particular school in the state of Florida to instruct ELLs. This study explored eight participants' approaches to the one-way bilingual education program as it is implemented at the school. The study also investigated whether or not ELL instructors received adequate support from their school district officials and school administrators. The data collection focused on participants' beliefs, experiences, and instructional practices. Data were collected through the use of interviews and classroom observations. The data analysis identified three themes: (a) impact of practical instructional methods, (b) benefits and challenges of teaching ELLs in the one-way bilingual setting, and (c) support and lack thereof from stakeholders. The recommendations for this study included further research on ELLs' language acquisition in the one-way bilingual education program. |
