Teacher Perspectives on Implementing a New Curriculum and Subsequent Strategies for English Language Learners (ELLs) in Grades 6-8

Over 10% of students in the United States are English Language Learners, and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs. Within the next decade, one in every four students in U.S. classrooms will be an English Language Learner. Furthermore, secondary students make up the fastest-growing sector of the English Language Learner population. A shifting demographic in schools has created the need to revisit and review how English Language Learners are taught. The purpose of this study was to gather teachers' perceptions about how the implementation of a new curriculum impacts their pedagogical practices when working with English Language Learners. The researcher sought to answer how instructional strategies and implementation of a new curriculum can impact classroom experiences positively or negatively, as well as the motivation of learners. Employing a qualitative research approach, this research explored teacher perspectives on approaching English language learning. Through an extensive review and analysis of existing literature, electronic surveys, and structured interviews, the findings identify factors, ideas, and resources to enhance second language acquisition. The outcomes for students are based on three key questions focused on impact, instructional strategies, and motivation as they relate to their classroom experiences. The research setting and participants were middle school teachers from a suburban public school. The findings may help educators lead changes in how teachers, administrators, and district-level leaders view, support, and connect to English Language Learners in the future.