Date Approved
8-26-2025
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: TESOL (M.Ed.)
Degree Program
College of Education
First Advisor
Rui Niu-Cooper
Academic Year
2024/2025
Abstract
In today's diverse and interconnected society, the educational landscape is marked by a significant influx of students who are English language learners (ELLs). These students, while enriching the cultural tapestry of classrooms, face unique challenges in acquiring academic skills and achieving success in their educational journey. This thesis aims to delve into the achievement gap that exists between English language learners and their non-English language learner counterparts and what perceptions their teachers have on them, with a particular focus on the United States educational system. By examining the factors contributing to this disparity, exploring effective instructional strategies, and proposing targeted interventions, this study seeks to better understand the gap and promote equitable opportunities for all students, regardless of their language background. In order to address teacher perceptions, interviews were conducted with ESL-endorsed teachers regarding their ELL and non ELL students. Answers were recorded and analyzed to find similarities and differences. Teachers' perceptions vary because of their educational and life experience, which lead to the differences in their perceptions and choices of teaching strategies in their classrooms.
ScholarWorks Citation
Walling, Hannah Jeanne, "What perceptions do ESL- endorsed teachers in a midwest-urban school district hold regarding the achievement gap between their ELLs and non-ELL students?" (2025). Culminating Experience Projects. 650.
https://scholarworks.gvsu.edu/gradprojects/650
