Running head: FINAL REPORT: MAINSTREAM TEACHER

Mardelin Martinez
Final Report: Mainstream Teacher Preparation to Work with ELLs
Post University
2016

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Abstract
This research project was conducted to determine a few strategies that would be
beneficial for mainstream teachers to learn in order to better serve their English language
learners (ELLs). The literature reviewed a need of better preparation and training for teachers
not certified in TESOL/ESL. The researcher gathered a sample of 3 teachers who are certified in
TESOL/ESL and 10 teachers who are not certified in TESOL/ESL from grades K-12 to
determine the strategies used in their classrooms to work with Spanish-speaking ELLs. A
presentation was designed to incorporate all data collected from qualitative research instruments
(surveys, questionnaires, and a few interviews) in order to have all necessary strategies in one
cohesive reusable form for teachers who are not certified in TESOL/ESL. The project
researched the following question: What strategies are crucial for Elementary school teachers,
who are not certified in TESOL, to learn in order to improve a native Spanish-speakers
development of English to lessen the literacy achievement gap?

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Problem Statement
There was a problem in education with the growing literacy achievement gap. Despite
the attention drawn to the achievement gap issue, there was not enough being done to help the
English language learner (ELLs). These students were falling behind because their teachers, who
are not certified in TESOL or ESL, lacked the necessary training to help students succeed in the
English language acquisition. A study which investigates the important literacy techniques,
methods, and strategies necessary for teachers who are not TESOL or ESL certified provided a
solution for this problem.
During the 2001-2002 school year, more than 40% of teachers in the U.S. taught at least
one ELL and only about 23% had a bilingual or English as a second language (ESL) certification
(Rodrguez, 2013, p. 15). Two-thirds of ELLs came from low-income families and three out of
four ELLs were Spanish-speaking. Research showed there was an increase of English language
learners but teachers were not qualified or received minimal professional development to deal
with the wide range of English language learners (National Education Association, 2008;
Rodrguez, 2013). Without the proper training, teachers were adding to the literacy achievement
gap instead of mending it and ELLs continued to struggle through middle school into high school
and then dropped out because of frustration and lack of motivation. This was a serious problem
that needed a solution because the population of ELLs, especially native Spanish speakers,
continued to grow and classrooms had more and more students needing to learn English which
required a higher quality of teacher training in this area to begin to close the literacy achievement
gap. The project researched the following question: What strategies are crucial for Elementary
school teachers, who are not certified in TESOL, to learn in order to improve a native Spanish
speakers development of English to lessen the literacy achievement gap?

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Literature Review
Review of Literature on Literacy Achievement Gap for ELLs
English language learners (ELLs) face many challenges in acquiring the English
language and are falling more and more behind because of a lack of teacher training and
professional development. The literacy achievement gap is growing, especially for ELLs.
English language learners are at an immediate disadvantage because they are unable to read,
write, and perform in the standard language of schools English (Zimmerman, 2014, p. 2).
They are expected to perform as well as their peers but are not equipped with the language skills
necessary to compete with them. The challenges that ELLs face can make it discouraging and
cause the student to give up on themselves and school altogether (Nichols & Soe, 2013; Haneda
& Wells, 2012; Martnez, Harris, & McClain, 2014). What strategies are crucial for Elementary
school teachers, who are not certified in TESOL, to learn in order to improve a native Spanish
speakers development of English to lessen the literacy achievement gap? There are a great deal
of opinions and debate on what the best strategies and practices are that make an ELL successful
in the acquisition of the English both academically and socially (Tissington & LaCour, 2010;
Martnez, Harris, & McClain, 2014; Nichols & Soe, 2013; Zimmerman, 2014; Diamantes &
Curtis, 2015). Teacher development and training in how best to work with ELLs is so important
for the learner to grow in their proficiency of the English language to achieve academic success
and to be able to graduate high school, attend college and succeed in a career they enjoy (Lee &
Buxton, 2013; Newman, Samimy, & Romstedt, 2010; de Jong, Harper, & Coady, 2013; Giraldo,
2014).
Studies on English Language Learners
A large amount of research can be found on English language learners especially those
that discuss the many challenges ELLs face when acquiring a second language such as needing

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

to master English to be successful in their academic and personal lives, not receiving support
services that are necessary for acquisition, and being unable to communicate effectively with
their peers in English (Diamantes & Curtis, 2015; Haneda & Wells, 2012; Zimmerman, 2014;
Martnez, Harris, & McClain, 2014; Nichols & Soe, 2013). An ELL needs to learn to read in
order to be successful in school because without literacy skills, they will not achieve
understanding in other subject areas. They need a great deal of support from teachers, staff,
parents and peers in order to overcome the challenges of acquiring a second language.
Mastering English is Needed for Academic Success
English language learners must master the English language to be successful in their
academic and personal lives. Diamantes & Curtis (2015) explain the importance of placing
ELLs into the classroom with some form of accommodation or assistance otherwise the student
is being set up for failure (p. 4). An ELL can be successful if they have the tools necessary to
improve in their proficiency and without them, the student will suffer academically and socially.
If ELLs do not master the English language then a large amount of these students will be unable
to obtain a college degree and may even fail to graduate high school because of a failure to gain
enough proficiency in the language to understand the basic concepts (Haneda & Wells, 2012, p.
297). In addition to this, ELLs also have to keep up with our technologically advanced society in
order to gain employment and this can be difficult if their native country did not have the
resources to provide them with this exposure.
Lack of Support Services for ELLs
A big issue for English language learners is that they do not get the necessary support
services that are needed for the acquisition of English. Zimmerman (2014) discusses how it is
important to acknowledge the growing achievement gap between ELLs and their peers who are

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

not ELL. Research shows how important it is for ELLs to have teachers who are qualified to
provide suitable second language instruction (Zimmerman, 2014, p. 3) and are prepared to
work with an increasingly ethnically and linguistically diverse student population (Martnez,
Harris, & McClain, 2014, p. 142). Since all teachers are going to encounter an ELL in their
classroom it is important for them to be prepared to offer those students support to acquire the
English language (Martnez, Harris, & McClain, 2014; Zimmerman, 2014).
Effective Communication between ELLs and Peers
Research shows that ELLs have difficulty communicating with their peers in the English
language effectively (Martnez, Harris, & McClain, 2014; Nichols & Soe, 2013). This can be a
ramification of ELLs being chastised for their inability to communicate effectively in English
(Martnez, Harris, & McClain, 2014, p. 2). Nichols & Soe (2013) found that ELLs are at a
higher risk of not only academic failure but social failure (p. 220). Students who are chastised
because they cannot speak will likely be unwilling to attempt to complete tasks that need English
language proficiency because they feel ashamed or are afraid to make a mistake (Martnez,
Harris, & McClain, 2014, p. 3). Since they are at risk for lacking in both of these areas it is
important for them to be put in social situation that are safe for them to make mistakes.
There have been many studies on what may or may not work with ELL students and the
challenges they face (Nichols & Soe, 2013; Haneda & Wells, 2012; Martnez, Harris, &
McClain, 2014). The native language of an ELL can be very different from English therefore it
is necessary that the best strategies and practices are used to teach ELLs but what does the
research express as the best ways help ELLs when learning to read in a second language?
Best Practices for English Language Learners
A number of strategies and best practices for ELLs can be found in research (Tissington
& LaCour, 2010; Martnez, Harris, & McClain, 2014; Nichols & Soe, 2013; Zimmerman, 2014;

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Diamantes & Curtis, 2015). In order for an ELL to be successful in their English proficiency it is
important to support these students as well as provide them with an environment that will allow
them to grow. Literacy skills are necessary for an ELL to be successful in all subjects in school
and this is why it is important to find the best ways to teach them the skills they need to acquire
the English language. It is essential that students have a classroom environment that embraces
culturally relevant teaching, are assigned to work with a peer or in small groups, and receive incontext and explicit vocabulary instruction in order to be successful in their second language
acquisition (Tissington & LaCour, 2010; Drucker, 2013; Martnez, Harris, & McClain, 2014).
Educators need to get to know their students and figure out their needs and what works best for
them to allow them greater language acquisition.
Culturally Relevant Teaching
Culturally relevant teaching is needed for ELLs to feel connected to their environment
which will enhance learning and acquisition of the English language. Tissington & LaCour
(2010) found that the instruction should be placed on the learners ability to comprehend the
lesson and not on the learners language proficiency (p. 166).

In addition, Tissington & LaCour

(2010) explain many strategies that will work well with ELLs in different subject areas such as
Drama and Movement, Math, Music, Science, Social Studies, and Storybook Reading. Drucker
(2003) discusses cultural differences and schema where a students understanding of story
depends on whether or not it is familiar to their culture. Both Tissington & LaCour (2010) and
Drucker (2003) express the importance of selecting texts and lessons that will stimulate and
motivate the ELL where they can activate background knowledge: adding multicultural
literature will be beneficial for all ELLs and non-ELLs. .

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Small Groups and Partnering

English language learners are able to understand much more when they work in small
groups or with a partner (Martnez, Harris, & McClain, 2014; Drucker, 2003). It is very
beneficial for students to work in small groups because it can help intensify reading instruction
and allows for more individualized attention and can give an ELL a chance to improve on an area
they are struggling (Martnez, Harris, & McClain, 2014, p. 140). Drucker (2003) expresses the
benefits of pairing an ELL with a skilled reader while reading aloud will allow them to hear
the correct way it should sound. The ELL can reread the text and this will help them to develop
their fluency in reading English. The benefits of pairing an ELL with another peer or placing
them in a small group are large and give students much more room to grow than if they were
working independently or in a large classroom setting.
Vocabulary Instruction
Vocabulary is an important part of learning English. Studies show that ELLs need incontext vocabulary instruction as well as explicit vocabulary instruction in order to comprehend
what they are reading and to grow in their language acquisition (Tissington & LaCour, 2010;
Drucker, 2003; Martnez, Harris, & McClain, 2014). There are many ways to immerse a student
in vocabulary such as read-alouds, word play, chants and songs because of repetition and the
student can hear how they are saying the words and also how it compares to other peers or the
teacher (Drucker, 2003; Tissington & LaCour, 2010). These methods as well as encouraging
students to write word meanings on labels that are placed in the margins or as near the
challenging item as possible will reduce the cognitive load and enhance vocabulary
acquisition (Drucker, 2003, p. 27). This suggests that using and seeing the vocabulary word in
context will allow the student to have a greater level of comprehension of the text and the

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

meaning of the word (Tissington & LaCour, 2010; Drucker, 2003). When students are in the
proficiency range on a fluency task, Martnez, Harris, & McClain (2014) express it should not be
assumed that the student has mastered English reading (p. 136).
Research allows for many strategies and best practices for ELL to become known to
those who look for answers but are these being presented to teachers in professional development
classes or training sessions? This is a necessary component in order for all teachers to be
equipped with the knowledge on how they can best serve their English language learners.
Studies on Teacher Professional Development
Teacher professional development is extremely important in keeping educators informed
with the best practices and strategies to assist their ELLs with their acquisition of English.
Research shows that educators are not well equipped to work with ELLs and this is causing
ELLs to fall further behind their peers (Newman, Samimy, & Romstedt, 2010; Lee & Buxton,
2013; Giraldo, 2014; de Jong, Harper, & Coady, 2013; Diamantes & Curtis, 2015). Teachers
need to know what strategies they can use in order to reach their ELLs and help them achieve
language proficiency which in turn will lead them to academic success.
Insufficent Training
Teachers who are not certified in TESOL or ESL are not properly trained to effectively
work with English language learners. Studies show that mainstream teachers are at a
disadvantage and are hindering their students because of insufficient training for working with
ELLs (Newman, Samimy, & Romstedt, 2010; Lee & Buxton, 2013). Teachers are expected to
work with ELLs to meet their academic and language goals but are not given the tools to
successfully do this. There is an increasing ELL enrollment and most mainstream teachers are
painfully aware of how unprepared they are to help them meet their needs (Newman, Samimy, &
Romstedt, 2010; Lee & Buxton, 2013). Teachers are in need of guidance and support but are not

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

10

receiving it to the full extent they should be. Teaching ELLs requires much more specific
instructional strategies than are taught in general ESOL preparatory programs or in bilingual
education most teachers receive (Lee & Buxton, 2013). Teachers want to improve their teaching
strategies with ELLs and learn to adapt materials, lesson plans, and the delivery of those plans
as well as enhance the role of parents in the school lives of their children (Newman, Samimy, &
Romstedt, 2010, p. 157). The growth and academic success also has to do with the relationship
between the parents and because of this, teachers would also like to learn ways they can enhance
the role of parents in the school lives of their children (p. 157). It is so important that something
gets done to assist our teachers to get the training they need to work with ELLs and their parents.
Teacher Collaboration and Professional Development
In order for teachers to become equipped with better strategies to help ELLs reach their
full potential, they need teacher collaboration and professional development. Both of these are
opportunities for teachers to grow in their skill set of working with all children, especially ELLs,
as well as learning from fellow teachers (Giraldo, 2014; Newman, Samimy, & Romstedt, 2010).
It allows them to work with more knowledgeable teachers and discover what works and what
does not for ELLs. There is such a positive impact for EL teachers performance because of
professional development and how it allows teachers the opportunity to make sense of theory
and to criticize and use it meaningfully for classroom contexts (Giraldo, 2014, p. 75).
Collaboration between content teachers and ESL teachers can also have a positive impact on
teachers because it will give each teacher a greater understanding of what the students strengths
and weaknesses are. This will also allow teachers to feel less stress and frustration when ELLs
are needed to be pulled out for additional instruction (Newman, Samimy, & Romstedt, 2010, p.
159). When teachers attend professional development and collaborate with other teachers it

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

11

provides good information to improve and they are able to gain a deeper understanding of the
topics as well as how to best use them with their students. The teachers are all a team and need
to keep each other informed so the student will get the best possible instruction.
Connect through Learners Native Language and Culture
Teachers need to become familiar with aspects of their ELLs culture and native language
in order to connect with them and scaffold their language proficiency. Research shows that
teachers who make the efforts to connect with their students through their culture and native
language will help teachers form a bond with their students and therefore help them develop their
proficiency at a faster rate (de Jong, Harper, & Coady, 2013; Diamantes & Curtis, 2015).
Teachers must understand how the native language and the second language oral and literacy
development are both familiar and different (de Jong, Harper, & Coady, 2013, p. 92). Finding
connections between both languages may not be an easy task and will require teachers to go
outside of the resources that are available to them and modify their instruction accordingly. In
addition to finding similarities and differences between the native and second language, the
teacher should become familiar with aspects of an ELLs culture that may be deemed
disrespectful (Diamantes & Curtis, 2015). An example that Diamantes & Curtis (2015) provide
is a student not feeling comfortable during a class discussions because their culture finds it
disrespectful to question a teacher (p. 5). If a teacher is aware of this, then they will know that
the student is lacking participation because of an aspect of their culture and not because they do
not understand or are not paying attention.
Conclusion
This literature has contributed a great deal to the field of Education because it addresses
many issues and challenges which are causing an increase in the literacy achievement gap. ELLs

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

12

and their teachers are facing many challenges when working together to increase the students
proficiency in the English language. The literature allows for others to see how complex it is for
teachers to work with ELL students and how important it is for them to be given the tools to best
serve their students.
Strengths and Weaknesses of Literature
A strength of the literature is that English language learners can learn the English
language if they are given the proper instruction and support necessary to acquire it. It is
possible for teachers to become better prepared to work with ELLs to better support them and
therefore help them to succeed in their language proficiency. In order for this to happen, teachers
need training and professional development and this was clear in the research. Otherwise, ELLs
will fail to acquire the language and likely fail academically and socially.
The overall weaknesses of the literature are that there was not enough to help students
and teachers who are in younger grades and there was not enough about certain areas of reading.
The research mentioned some strategies that could work teachers of younger students but there
could have been more because elementary school is where the students will get the foundation
they need to be successful in later grades. Teachers need to know how to best work with these
students in younger grades so they can carry it over throughout into college. The literature is
missing more specific parts of reading which were not addressed such as phonemic awareness
and syntax which are very important for the acquisition of the English language. Teachers need
to learn strategies that work to teach ELLs these areas that are an important part of reading and
an integral part to their success.
Whats Next?
In order to address the weaknesses, the research will need to focus more attention on
phonemic awareness and syntax as well as other literacy areas to provide the students and the

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

13

teachers with the necessary training and strategies for maximum acquisition of the English
language. The next steps to research would be to develop a program that will allow teachers to
work with elementary school native Spanish-speaking ELLs to assist them in becoming
proficient in English to begin to close the literacy achievement gap.

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

14

Research Design and Methodology

The research design and methodology chosen for an action research project is extremely
important because it determines how the study will be performed. When different designs and
methodologies are used it can yield different results. Ary, Jacobs, Sorensen & Walker (2013)
explain the design is the researchers plan for the study, which include the method to be used
and the data that that will be gathered where, how and from who (p. 35). In order to conduct a
research study that is authentic and reliable, it needs to have a predetermined research design and
methodology. This paper will discuss the research design and methodology of an action research
project on the lack of mainstream teacher development in working with Spanish-speaking ELL
students in literacy.
Research Design
The research design for this action research project is a qualitative research design. This
will allow for the researcher to be used as an instrument for collecting data about the lack of
mainstream teacher training and development. Since the researcher does not know exactly where
to begin and wants to explore this area, qualitative research allows them to be led by the research
that is being conducted. In other words, the research that is conducted allows for the emersion of
the design of the project (TAMUC DrDawg, 2011). The participants are teachers, specifically
chosen, who are and are not certified in TESOL and given a survey and questionnaire. Some
participants will be interviewed to clarify any questions the researcher has from the responses to
the survey and/or questionnaire.
Methodology
The sample of people for this action research project are three teachers who are certified
in TESOL/ESL and ten teachers who are not certified in TESOL/ESL from various grade levels.

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

15

The non-certified teachers are chosen to determine their needs in the area of teaching literacy to
Spanish-speaking ELLs. The certified in TESOL teachers are chosen to determine what the most
important strategies are that they use while working with their ELLs. They are mainly women
but there is one male. The samples race and ethnicity is diverse. Research through websites and
scholarly journal article allow the researcher to determine the best way to design the surveys,
questions and conduct interviews for the teachers.
Teacher Surveys and Questionnaires
First, a survey (Appendix B) is designed to determine each teachers opinion of his/her
ability to work with ELLs. It consists of fifteen statements in which the teacher responds with a
rating from 1-5 whether they strongly disagree, disagree, is neutral, agree or strongly agree about
what it expresses. Next, two different questionnaires (Appendix C & D) are designed on how the
teacher would best resolve a problem or situation with a Spanish-speaking ELL. One of the
questionnaires (Appendix C) is ten questions specifically for the certified ESL teacher and is
very open-ended with possible scenarios in order to get the best practices and strategies they use
to help the ELL strengthen their skills to become proficient in English. The other questionnaire
(Appendix D) is ten questions for the non-certified in TESOL/ESL teachers which determine
how the teacher currently addresses and accommodates his/her ESL students. In addition, there
are questions on what they feel they need the most professional development in order to best
serve their ESL students. Each survey and questionnaire is e-mailed to the sample of teachers
and then the researcher waits for the responses.
Interview with Teachers
The interviews with the teachers, both certified and non-certified, is conducted by video
chat, phone or in person. The questions for the interview are based on the information and data

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

16

received from the survey and questionnaire previously answered. Any areas that were unclear
from the questionnaire will be cleared up during the interview process. If the responses on the
survey and questionnaire are clear, the researcher will not conduct an interview. In addition, the
researcher will review journal articles for possible topics that would be beneficial to discuss with
the teachers in the interview.
Analysis and Evaluation of Information
The information and data that is collected from the survey, questionnaire, and interview is
evaluated and separated by certified and non-certified teachers. Not all the participants
responded to the survey and questionnaire that was sent to them. In the non-certified in
TESOL/ESL sample only nine out of ten responded to the survey and questionnaire. Only one of
the teachers in the certified in TESOL/ESL sample responded to the survey and questionnaire.
This limits the amount of information to include in the action research project and therefore
requires the researcher to explore scholarly journal articles and information learned from Post
Universitys M.Ed program.
The certified teacher survey (Appendix B), questionnaire (Appendix C) and interview
allows the researcher to determine what the best way is to approach an ELL and assist them in
the development of literacy skills in the English language. Although only one teacher responded
to the questions on both of these measures, there was a great deal of useful information on the
questionnaire (Appendix C) that could be used in the action research project. For instance,
teaching vocabulary in context, oral reading, repetition, color coding word forms, and the use of
visual to assist ESL students make connections. An interview was not conducted with this
teacher because there is not any information that needs clarification.
The non-certified teacher survey (Appendix B), questionnaire (Appendix D), and
interview allows the researcher to see what areas in literacy are most difficult for the teacher to

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

17

work with ELLs. The results show that these teachers are using strategies that were not shown to
them by a trained TESOL/ESL certified educator. They detail their experiences on what works
best when working with ELLs. Some strategies they mention are buddying, explicit vocabulary
and phonics teaching, using pictures, and leveled books. In addition, there are some teachers
who express their wishes of being able to receive training and professional development on how
to help ELLs have success with literacy. A quick interview is conducted with three of the nine
teachers to clarify a few questions from their responses to the survey and questionnaire.
The researcher also uses the information gathered from peer reviewed journal articles in
order to determine if the information from both certified and non-certified teachers of the needs
and best practices for ELLs was consistent with the literature. All of this information as well as
information gathered from the survey, questionnaire and interview is the action research project
of creating a presentation (Appendix E) for teachers who are not certified in TESOL/ESL in
order to give them the best strategies to use while working with ELLs to develop their literacy
skills in mainstream classrooms.
Conclusion
The reason why the qualitative research design is the best decision for this study is
because it allows for more flexibility to decide the direction the research is taking. The survey,
questionnaires and interviews are all effective instruments to collect data and information.
Although the research of these instruments does not show results from all of the thirteen
participants, there is a great deal of useful information collected. The limitations do not
adversely affect the action research project because the researcher explored other options such as
scholarly journal articles and prior knowledge from M.Ed coursework to find the best strategies
to include in the presentation. These sources of data collection lead to new directions and allow
for discovery of the best strategies on how to help teachers who are not certified in TESOL/ESL

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

gain the knowledge they need to help Spanish-speaking ESL students develop literacy skills.
This begins to resolve the problem of the increasing literacy achievement gap for ELLs.

18

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

19

Evaluation and Assessment of the Project

The evaluation and assessment of this project is completed through a review of an expert
panel of teachers from a variety of grade levels, 5-12 and college level teachers. The project will
not be implemented and therefore requires an expert panel to evaluate and assess the success of
the project in creating a presentation (Appendix E) with the best strategies to allow teachers who
are not certified in TESOL/ESL to assist ESL students in achieving success in literacy and begin
to lessen the literacy achievement gap. An assessment is created for the expert panel (Appendix
F) to complete after reviewing the finished presentation in which they rate the final product
along with the final report on a scale from 1 to 5. In addition, a self-assessment (Appendix G) is
designed and conducted by the researcher to determine whether or not the goals of the project are
met.
The expert panel consists of three teachers, one at the college level and two in grades 512. The response from all teachers was positive and motivating. Two teachers gave suggestions
that were taken into account and revised where necessary. Each statement is rated from 1-5 and
all teachers rated most statements a 4 or 5. All member of the expert panel agree that the
presentation would be beneficial for mainstream teachers and places awareness on a topic that
has not been researched or discussed often enough (Appendix F-1). The researcher also conducts
a self-assessment where it is determined if the preset goals were met and if there were any errors
or lack of growth in the capstone project. The researcher rates all areas of presentation, process,
final report and APA style. All areas were scored with a 3 or 4. Therefore, all assessments
determine that the researchers goals are met and a creation of a presentation to help mainstream
teachers gain strategies to work with Spanish-speaking ELLs was a success and should be shared
with principals of various grade levels to aid in the learners literacy development.

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

20

Discussion and Reflection

The journey through the first course until this final capstone has shown me just how
much I am capable of doing once I set my mind to it. I have grown in many ways thorough out
these two years and three months. The coursework in this program has helped me grow not only
professionally, but personally. I had to learn how to balance many roles during this journey such
as being a wife, mother, and student: this was no easy task. There were a few MODs that I
enrolled in two courses which proved even more challenging; especially because I was taking a
concentration course with a capstone course. It felt as though my laptop had become another
appendage and I struggled to balance all of my roles. I eventually got the hang of it by focusing
on my role as a wife and mother during the day and leaving my school work to do when my
daughter went to bed. Needless to say, sleep was something I lacked. I pushed through and
received all As in each course except one which I received an A-. This was one of my greatest
accomplishments and a goal I set for myself after my first course at Post. I wanted to graduate
with a GPA higher than my undergraduate degree and it looks like I am going to accomplish this!
This journey will be one I will never forget because it helped me set very high expectations for
myself and now that I know I can meet those expectations, there is nothing that can stop me.
The work I put into this capstone project was well worth it and I am proud of what I was
able to create. The following will detail how I have met program and TESOL concentration
outcomes, how the project adds to my professional growth and the field of education, and my
experience of completing the project.
Meeting Program Outcomes
Post Universitys M.Ed program outcomes were met in my capstone project. The first
program outcome, students will develop a vision for the future of education, a personal critical
and perspective on issues and changes in education, and several means to adapt to future

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

21

realities, (Post University, n.d.) was met in my capstone project because my project is the
beginning of change in the future of education. This presentation (Appendix E) details a number
of strategies that most mainstream teachers are either unaware of or have forgotten about. It
allows for teachers to learn ways to help Spanish-speaking ELLs further develop their literacy
skills. My vision is that teachers will take this presentation and begin to implement some of the
strategies displayed but also go a step further and conduct research while collaborating with
colleagues to find more ways to meet the needs of their students. This presentation focuses only
on Spanish-speaking ELLs but it can be adapted to fit the needs of ELLs that speak other
languages.
Another program outcome my capstone project met is students will identify, analyze,
evaluate and implement research-based education practices matched to an area of concentration,
(Post University, n.d.). The capstone project was developed by conducting extensive research in
the area of TESOL and the educational practices for English language learners. The project
details the importance of creating an environment that will help an ELL thrive rather than one
that will cause them to feel out of place. There is a great deal of research on this and other
culturally relevant teaching practices in which I would not have been aware of had I not gone
through this M.Ed program and created this capstone project (Tissington & LaCour, 2010);
Drucker, 2003). This capstone project allowed me to identify, analyze and evaluate many
different educational practices relating to TESOL and ELLs. Once my project is presented to
mainstream teachers, they will be able to implement these practices. I will also implement them
once I begin teaching ELLs.
Meeting TESOL Concentatration Outcomes
My capstone project also meets a few of the TESOL concentration outcomes for the Post
University M.Ed program. One outcome my project meets is to analyze and evaluate how

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

22

culture, race, and ethnicity affect student learning and achievement, (Post University, n.d.).
This capstone project displays ways that teachers can help Spanish-speaking English language
learners develop their learning and achievement skills. I am familiar with the Spanish culture
and used this to best develop my capstone project; each strategy put into the presentation
(Appendix E) was analyzed and evaluated to determine if it would best serve the Spanishspeaking ELLs in their English literacy learning and achievement overall in content areas. This
capstone project allows teachers to help their Spanish speaking ELLs thrive in the English
language.
My project also meets the TESOL concentration outcome to evaluate, design, and adapt
bestpractices ESL/ELL instructional strategies and resources (Post University, n.d.). The
capstone project was designed to provide strategies to mainstream teachers to use as they instruct
their ELLs. Each strategy included in the presentation was based on research through scholarly
journal articles, a survey and questionnaire, and/or the coursework from the Post University
M.Ed program. Each strategy before being included was evaluated and/or adapted in order to
make sure it applied to the Spanish-speaking demographic of the capstone project I was
designing. I designed the presentation in hopes of changing the future of Education and giving
the English language learners a fighting chance to move ahead and begin to close the literacy
achievement gap.
Capstone Projects Added Value
This capstone project adds value to my professional growth as well as the field of
Education. Each slide of the presentation allows a teacher to learn something new or to be
reminded of a strategy they had forgotten. These strategies provide Spanish-speaking ELLs with
opportunities to grow in their language proficiency. The field of Education needs to point its
attention to providing mainstream teachers with training before working with ELLs as well as

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

23

throughout the year. This will allow for growth of the teacher which in turn will give the ELLs
their best chance at success. The literacy achievement gap for ELLs continues to grow and this
presentation is the start of bringing awareness to this issue and beginning to resolve it.
My professional growth has been tremendous throughout this M.Ed program and as I
completed my capstone project. I learned so much about how to work with ELLs such as
different strategies and methods to help them acquire the English language, how to assess and
evaluate them initially and throughout their development as well as how to develop a curriculum
that promotes learning. I will take what I learned during my time at Post and creating my
capstone project with me when I begin teaching ELLs. I would like to work with ELLs in an
Elementary setting but am looking at higher education opportunities as well. I am not certified
to teach so this may be my next step in the near future. For now, I will begin my journey into the
field of Education and find a position working ELLs. I am much more prepared to work with
ELLs because of the coursework of the M.Ed. program and the amount of time, research and
work put into creating the presentation for mainstream teachers. My future is bright and I cannot
wait to begin working and assisting with English language learners in their academic success.
Conclusion
When I began this M.Ed program and read the program outcomes and concentration
outcomes, they almost seemed to be unattainable. How would I be able to achieve all of those
things? After completing the coursework and capstone project, I can see how each one is met
and accomplished. My capstone project alone meets four outcomes which demonstrates how
well this program prepared me to achieving my M.Ed. The outcome which I am most proud of
meeting in my capstone project is evaluate, design, and adapt bestpractices ESL/ELL
instructional strategies and resources (Post University, n.d.). I will need to do this a number of
times throughout my career as a TESOL teacher in order to be successful in giving my students

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

24

the skills they need to achieve proficiency in the English language. My project helps to shine a
light on teachers lacking the training to help ELLs. This is not because teachers do not want
training but because the field of Education does not seem to offer it as much as they should. It
may not be an issue in their eyes that is until now when my capstone project is complete.
This journey through planning, researching and building my capstone project has been a
long but fulfilling experience. I know what I am capable of creating and will work hard to
always keep my standards high both in my personal and professional life. There were a number
of challenges during the journey such as learning to balance my roles as a graduate student,
mother and wife. In addition, it was challenging not having the amount of responses of the
survey and questionnaire I was hoping for. This challenge resulted in limitations to my research
but I feel that the responses I received were of high quality, especially the TESOL certified
teacher; I had a lot of useful information from her.
I am fortunate to have been able to go through this M.Ed. program and to have
encountered a number of amazing instructors and classmates. I have learned to be more
confident but also learned that asking for help is not a weakness. Throughout my journey, I had
amazing teachers who were willing to help and classmates who became friends. The future is
unknown but what I know is that as long as I am not afraid to ask for help, collaborate with
teachers, attend professional development and always believe in myself, I will be able to
accomplish anything. I am the first to earn a graduate degree in my family and this was
something I never thought was in my reach because I was not smart enough or did not have the
time. I did it and I am receiving my M.Ed.: I could not be prouder.

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

25

References
Ary, D., Jacobs, L., Sorensen, C., & Walker, D. (2013). Introduction to research in education.
Cengage Learning.
Diamantes, T., & Curtis, M. R. (2015). What teachers and administrators need to know about
ESL: Seven steps to understanding English as a second language. Journal Of
International Diversity, 2015(2), 136-141. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=sih&AN=109060242&authtype=cookie,cpid&custid=ns017336&site=ed
s-live&scope=site
de Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for
elementary mainstream teachers of English language learners. Theory Into Practice,
52(2), 89-97. http://dx.doi.org/10.1080/00405841.2013.770326
Drucker, M. J. (2003). What reading teachers should know about ESL learners. The Reading
Teacher, (1). 22. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=edsjsr&AN=edsjsr.20205312&authtype=cookie,cpid&custid=ns017336
&site=eds-live&scope=site
Giraldo, F. (2014). The impact of a professional development program on English language
teachers' classroom performance. PROFILE: Issues In Teachers' Professional
Development, 16(1), 63-76. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1053740&authtype=cookie,cpid&custid=ns017336&site=e
ds-live&scope=site
Haneda, M., & Wells, G. (2012). Some key pedagogic principles for helping ELLs to succeed in
School. Theory Into Practice, 51(4), 297-304.
http://dx.doi.org/10.1080/00405841.2012.726059
Lee, O., & Buxton, C. A. (2013). Teacher professional development to improve science and
literacy achievement of English language learners. Theory Into Practice, 52(2), 110-117.

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

26

http://dx.doi.org/10.1080/00405841.2013.770328
Martnez, R. S., Harris, B., & McClain, M. B. (2014). Practices that promote English reading for
English learners (ELs). Journal Of Educational & Psychological Consultation, 24(2),
128-148. http://dx.doi.org/10.1080/10474412.2014.903192
National Education Association. (2008). English language learners face unique challenges. NEA
Education and Policy Department. Retrieved from
http://www.nea.org/assets/docs/HE/ELL_Policy_Brief_Fall_08_%282%29.pdf
Newman, K. L., Samimy, K., & Romstedt, K. (2010). Developing a training program for
secondary teachers of English language learners in Ohio. Theory Into Practice, 49(2),
152-161. http://dx.doi.org/10.1080/00405841003641535
Nichols, J. D., & Soe, K. (2013). An Analysis of Preservice Teacher Responses to Participation
in a Literacy Program for New Immigrant Children. Multicultural Perspectives, 15(4),
220-226. http://dx.doi.org/10.1080/15210960.2013.844609
Post University. (n.d.). Master of Education: Program & Concentration Outcomes. Retrieved
from https://post.blackboard.com/bbcswebdav/pid-2762207-dt-content-rid23621919_1/courses/EDU687.901202035627/Documents/EDU%20697%20Unit
%201.pdf
Rodrguez, A. D. (2013). Bilingual and ESL pre-service teachers learn about effective Instruction
for ELLs through meaningful collaboration. GIST: Education & Learning Research
Journal, 712-34. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=eue&AN=93881671&authtype=cookie,cpid&custid=ns017336&site=ed
s-live&scope=site
TAMUC DrDawg. (2011, Aug 20). Research 1 - 5 - Differences in quantitative and qualitative
research. [Video File]. Retrieved from https://www.youtube.com/watch?
v=DxFuw22bPnE
Tissington, L., & LaCour, M. (2010). Strategies and content areas for teaching English language
learners. Reading Improvement, 47(3), 166-172. Retrieved from

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

27

http://search.ebscohost.com/login.aspx?
direct=true&db=aph&AN=56660647&authtype=cookie,cpid&custid=ns017336&site=ed
s-live&scope=site
Zimmerman, K. (2014). A literature review of the challenges & best practices for English
language learners. National Forum Of Multicultural Issues Journal, 11(1), 1-7. Retreived
from http://search.ebscohost.com/login.aspx?
direct=true&db=eue&AN=99754768&authtype=cookie,cpid&custid=ns017336&site=ed
s-live&scope=site

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

28

Appendix A
The Project Management Plan
This project management plan (PMP) will discuss information about the problem
statement, learners, and learning objects of the capstone project on the lack of training for
mainstream teachers to work with ESL students. This PMP will also explain the timeline of how
the project will be completed.
Project Overview
Problem Statement
Attention has been drawn to the literacy achievement gap for English Language Learners
but despite this, there is not enough being done to help begin to close it. This is due to the fact
that mainstream teachers who are not certified in TESOL or ESL do not have the training
necessary to assist ELLs with their literacy and language development skills which is causing the
students to fall behind their peers and therefore widening the gap (National Education
Association, 2008; Rodrguez, 2013). A study to investigate the strategies that are necessary for
teachers who are TESOL or ESL certified will provide a solution for this problem.
Learners
The learners for this research project will be teachers who are not certified in TESOL or
ESL. It will be intended for teachers in varied grade levels who have varied years of experience
in teaching in order to provide them with the proper training on the strategies that will benefit
ESL students to succeed in strengthening their literacy skills.
Learning Objectives
By the end of completing this project the learners will recall three new strategies that are
beneficial to ELLs in order to develop their literacy skills. The learners will discover they are not
alone in lacking training to work with ELLs. The learners will compare the strategies they are

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

29

currently using with ELLs to the recommended strategies in the presentation and add to his/her
instruction if needed. The learners will discuss the difference between the ELLs that are
struggling due to level of language proficiency and those struggling for lack of understand or
exposure of the topic.
Project Calendar/Timeline
The following calendar details the timeline for this capstone project:

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

30

(Modified calendar template from wincalendar.com)

Conclusion
This PMP details the information on how the capstone project will be completed. It

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

31

details the problem statement, learners, and learning objectives. It also includes a calendar for
January, February and some of March 2016. This calendar is provided to demonstrate what will
happen during the progression of the completion of the capstone project on creating a
presentation for teachers who are not certified in TESOL/ESL with strategies to work with ESL
students in literacy to lessen the achievement gap.

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Appendix B
Survey from teachers certified and non-certified in TESOL/ESL

32

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Appendix C
Questionnaire for Teachers Certified in TESOL/ESL

33

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

34

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

35

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Appendix D
Questionnaire for Teachers not Certified in TESOL/ESL

36

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

37

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

38

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

39

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

40

Appendix E
The Capstone Project: Presentation for Mainstream Teachers to Work with Spanish-speaking
English language learners in Literacy

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

41

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

42

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

43

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Appendix F
Expert Panel Assessment

Appendix F-1
Expert Panel Responses

44

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

45

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

46

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

47

FINAL REPORT: MAINSTREAM TEACHER PREPARATION

Appendix G
Self-Assessment

48