This study examined teachers’ perceptions of the effectiveness of ESL programs and their impact on English language acquisition for high school limited English proficiency (LEP) students, as well as on ESL teaching practices. Exploring these perceptions provided valuable information for teachers and school administrators on future ESL instruction and process for ensuring successful English language acquisition for LEP students enrolled in Northern Virginia Public Schools. A mixed method approach informed this study. Qualitative and quantitative data were collected in order to draw conclusions as well as making recommendations. The focus of this study was to understand how ESL teachers in Northern Virginia’s schools viewed the effectiveness of ESL programs. Through reported experiences via one-on-one interviews of ESL teachers and ESL coordinators, the researcher was able to draw conclusions as to how ESL teachers view the process of English language acquisition by LEP students. Teachers’ perceptions of ESL programs and instructional methods for English language learning was also examined to provide insights into methods in which ESL teachers and school administrators can better ensure the success of English language learners. In addition, student descriptive data was collected and analyzed to examine what kind of relationship exists between the ESL program and students’ on-time graduation. Among quantitative data collected was the following: English proficiency levels, high school credits earned, English 11 SOL scores, student transfers, drop-out, and graduation quality. Recommendations from the study provide insight that may be used for enhancing pedagogical practices to advance the teaching applications of second language acquisition. Suggestions were also made for future study.

Through a constant growing population of English language learners (ELL) within schools, there is a need to bridge the achievement gap effectively. Currently from the ELL population in New York State, 63.3% of ELLs are considered Newcomers (NYSED, 2019). Newcomer ELLs have been in US Schools for less than three years. The importance of looking at the perceptions of students and teachers within a stand-alone English as a new language (ENL) classroom is important in supporting the future success of English Language Learners. In knowing how the setting of a stand-alone ENL class impacts the student's high school success can decipher how to support an effective ELL program with an effective aligned curriculum.This concurrent mixed method study explored student and teacher perceptions of stand-alone ENL classes while also exploring predicting variables of ELL graduation. The first phase was the qualitative phase which explored the perceptions of teachers and students who instruct stand-alone ELLs and collect data through interviews, class observations and lesson plans. The quantitative model used data from NYSESLAT scores, and a system database (ATS) to examine predicting variables of ELL students' graduation. The results of the qualitative analysis revealed that students and teachers believe that stand-alone ENL courses were not preparing students for mainstream courses adequately, there were program issues occurring when students were placed in stand-alone ENL courses and that students would benefit from integrated ENL versus stand-alone ENL. The quantitative phase resulted in significant findings for first year entry level academic average in predicting ELL high school graduation. The quantitative findings supported early interventions for ELLs in secondary education. The findings in this study support the need for a push-in model for ELL content area courses to support the academic achievement of the growing number of ELLs in the mainstream classrooms.

This qualitative study focused on the Pennsylvania English as a Second Language (ESL) Program Specialist program which currently stands as an add-on specialist certification rather than a full certification in the area of ESL education. Teachers' and principals' perceptions of the effectiveness of the Pennsylvania ESL teacher preparation on English Language Learners' (ELL) academic success were reviewed. Teachers gave their opinions and impressions on an ESL program questionnaire and on self-efficacy survey inquiries. Of the 52 participating teachers who responded to the questionnaire and survey about the ESL training they received affecting their own self-efficacy when teaching ELLs, 31 expressed moderate to high satisfaction with the overall preparation. There were 21, however, who expressed low to moderate dissatisfaction with their ESL training. On average, the self-efficacy of these 52 teachers reached satisfaction, but not high satisfaction. Principals used the researcher-created ESL Observation Checklist during routine walk-through teacher evaluations. Each principal then answered interview questions. The eight participating principals concurred that teachers are utilizing basic ESL educational practices in the classroom, yet more time and information is necessary to overcome the academic struggles ELLs have in schools today. A call for full ESL certification was recommended by all eight principals. The findings of this qualitative study confirm that recommendation as a true need in Pennsylvania ESL teacher preparation.

Providing proven research-based instructional practice for teaching English Language Learners (ELL) students, along with the collection and analysis of student data, might provide educators with the justification needed to support specific programs. English as Second Language (ESL) programs are at a crossroads. This study examined and compared the achievement of high school ELL students following their instruction in inclusive programs and sheltered programs. Students' ACCESS test scores were compared and analyzed as well as teachers' perceptions of best instructional practices for ESL achievement. The data gathered and analyzed were intended to assist schools in making informed decisions about instruction, student progress, and programs for ELL students. Student results were examined individually and as a group average. Small differences were recorded. Individually the students who received instruction in a sheltered setting (Group B) had higher individual levels of proficiency than students who received instruction in an inclusive setting (Group A). However, on average the students who received instruction in the inclusive setting had slightly higher levels of proficiency in language acquisition than students in the sheltered setting. There was a small difference in the acquisitions of language for students who participated in inclusive ESL programs compared to those who participated in sheltered ESL programs. The students who received instruction in an inclusive setting (Group A) had higher individual levels of proficiency in mathematics and social studies than students who received instruction in a sheltered setting (Group B). On average, students who received instruction in the inclusive setting had higher levels of proficiency in language arts and social studies than students in a sheltered setting, while the average of students in a sheltered program had higher levels of proficiency in mathematics and science. Teachers posited that at times students should be sheltered for instruction, especially for English language instruction, in order for differentiated instruction to be employed more effectively. They also indicated that students should be included in the general education classroom for classes such as mathematics, with supports. No Child Left Behind has required educators to rethink how, why, and for whom they are designing instructional programs. Standards and benchmarks require teachers to be clear about what matters in subject content. Success on mandated state assessments requires inseparability between instruction and assessment. Teachers need to understand, appreciate and build upon student abilities, especially among the ELL population.