Date of Award

5-2020

Rights

© 2020 Stephanie N. Marcotte

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Ella Benson

Second Advisor

Jessica Branch

Third Advisor

Eileen Kelley

Abstract

Community college English as a second language (ESL) programs provide targeted English language support to diverse student populations. Limited research exists pertaining to the instruction taking place within community college ESL programs. The purpose of this phenomenological study was to explore community college ESL faculty-perceived effectiveness in their use of the TESOL 6 principles for exemplary teaching of English learners. The study asked, What is the community college ESL faculty’s perspective of their effectiveness in their application of the TESOL 6 Principles? Participants in this study included full-time, adjunct, and retired professors from community colleges across Massachusetts. They were invited to participate in an open-ended online survey that asked them to think about their classroom teaching and instructional practice. Although 25 people completed the survey, only twenty participants met the requirements of teaching in a community college ESL program in Massachusetts. Analysis of the survey responses identified 24 codes regarding the current state of the profession and the instruction that takes place within these programs. The 24 codes showed that community college ESL faculty are incorporating the TESOL 6 Principles in their teaching. Further professional development for educators is encouraged within the ESL departments and across the campus to support ESL students through all stages of their college career. In addition, this study provides a foundation for continued research at the community college level and within the field as a whole.

Comments

Ed.D. Dissertation

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