As some of you may know, when I'm not covering high school football, or writing about the latest and greatest 17-year old (boxer, wrestler, swimmer, fill in the blank), I have been known to pay some attention to contemporary educational issues. Makes sense, seeing as I am a post-graduate degree earner, and current student, in educational administration, as well as policy.
This week, I'm making plans to re-visit an old pilot study which I conducted for a Qualitative Research course. Three years ago, I conducted interviews with four (of ten) ESL teachers in the city of Hampton, VA. In 2011, the English as a Second Language (ESL) program was in its embryonic stages in Hampton. Knowing that increased diversity in the Hampton Roads region will force the program to grow and develop, I wanted to see what strategies the newest teachers were using for survival in a position that barely existed within the city limits.
Thinking back, here was my original idea:
My main research question for the original study was:
· What are the personal and pedagogical characteristics specifically focused toward teaching ESL students? (compared to a traditional classroom teacher)
I even had some other questions constructed:
Tell me why you became an ESL teacher. (Warm-Up – should provide some personal background)
· Describe a typical day in your school (Warm-Up – might help to shed light on how school system/Title III funding affects one’s job)
· Describe the classroom methods or strategies that you use to teach ESL students?
· What role does resources play in helping you develop lesson plans to teach ESL students?
· How do you use the resources available to you to teach ESL students in your classroom?
· Do you think your school system properly provide you with the necessary resources to work in an ESL classroom? (is improvisation important?)
· Do you think there are differences between the classroom needs of ESL students and students for whom English is a first language?
· Do you think that your cultural and social background plays a role in the classroom? Why or why not?
· What is your favorite lesson to teach to ESL students? (can ask…might be more for background)
· What is the greatest challenge you face as an ESL teacher?
· What are some of the ways you work to overcome this challenge?
· What are some of the ways that you utilize the course curriculum? Is there room for creativity and thinking “outside of the box?” Give me some examples.
· How would your students describe you as a teacher?
Three years later, I am curious of a few things. First of all, how many ESL teachers work in Hampton now? Out of the original ten teachers, how many are still in the position? And most important, what developments in budget increases, resources, and support have been added to insure the continued success of this program?
In 2011, the ESL teachers I interviewed were enjoying success within the program, but also worked from the seat of their pants - gathering resources which other teachers were tossing out, and remaking lessons on the fly. I wonder if this was an empowering experience, or one which eventually caused burnout. perhaps having the ESL teachers work from an existing self-efficacy instrument (i.e. -- survey) can add some richness to this post-study.
Stay tuned!
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| M'kay-y-y-y!!?? |
This week, I'm making plans to re-visit an old pilot study which I conducted for a Qualitative Research course. Three years ago, I conducted interviews with four (of ten) ESL teachers in the city of Hampton, VA. In 2011, the English as a Second Language (ESL) program was in its embryonic stages in Hampton. Knowing that increased diversity in the Hampton Roads region will force the program to grow and develop, I wanted to see what strategies the newest teachers were using for survival in a position that barely existed within the city limits.
Thinking back, here was my original idea:
My main research question for the original study was:
· What are the personal and pedagogical characteristics specifically focused toward teaching ESL students? (compared to a traditional classroom teacher)
I even had some other questions constructed:
Tell me why you became an ESL teacher. (Warm-Up – should provide some personal background)
· Describe a typical day in your school (Warm-Up – might help to shed light on how school system/Title III funding affects one’s job)
· Describe the classroom methods or strategies that you use to teach ESL students?
· What role does resources play in helping you develop lesson plans to teach ESL students?
· How do you use the resources available to you to teach ESL students in your classroom?
· Do you think your school system properly provide you with the necessary resources to work in an ESL classroom? (is improvisation important?)
· Do you think there are differences between the classroom needs of ESL students and students for whom English is a first language?
· Do you think that your cultural and social background plays a role in the classroom? Why or why not?
· What is your favorite lesson to teach to ESL students? (can ask…might be more for background)
· What is the greatest challenge you face as an ESL teacher?
· What are some of the ways you work to overcome this challenge?
· What are some of the ways that you utilize the course curriculum? Is there room for creativity and thinking “outside of the box?” Give me some examples.
· How would your students describe you as a teacher?
Three years later, I am curious of a few things. First of all, how many ESL teachers work in Hampton now? Out of the original ten teachers, how many are still in the position? And most important, what developments in budget increases, resources, and support have been added to insure the continued success of this program?
In 2011, the ESL teachers I interviewed were enjoying success within the program, but also worked from the seat of their pants - gathering resources which other teachers were tossing out, and remaking lessons on the fly. I wonder if this was an empowering experience, or one which eventually caused burnout. perhaps having the ESL teachers work from an existing self-efficacy instrument (i.e. -- survey) can add some richness to this post-study.
Stay tuned!
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