Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This small-scale study of an elementary classroom was designed to better understand the research question How do mainstream elementary teachers use questions in their instruction of ELLs? The goal of this study was to explore how one elementary teacher used questions in the classroom, how her class responded to the questions, and how she supported her learners along the way. A detailed literature review explored research that has already been conducted related to teacher questions and ELLs, and it included information about the following topics: second language acquisition, classroom questions in both the ESL/EFL classroom and the mainstream classroom, and scaffolding and support for students. Qualitative data was collected by observing a teacher and collecting information about the questions she asked and how students responded. The data from classroom observations was supplemented with information from a teacher survey. The data revealed that in this classroom the teacher asked a variety of types of questions and asked students to respond in a variety of ways. Overall, the English language learners in the classroom were responding to questions at a similar rate to their non-ELL peers, and the ELLs were answering both open-ended and closed-ended questions. Additionally, the teacher provided several different scaffolds to support students. Ultimately, these results were used to make suggestions for other educators. Personal learning, implications, limitations, and future research related to this study were also discussed.
ESL/ ELLs, Classroom Questions, English Learners in the Mainstream
Wandersee, Holly, "Classroom Questions: How Mainstream Elementary Teachers Use Questions to Support Achievement for English Language Learners" (2022). School of Education and Leadership Student Capstone Theses and Dissertations. 4552.
School of Education Student Capstone Theses and Dissertations