English Teachers' Perceptions of Vocabulary Instruction in English Language Learners' Classrooms

English Teachers’ Perceptions of Vocabulary Instruction in English Language Learners’ Classrooms by Karima Ezzair MA. , Walden University, 2008 B.S., Med V, 1990 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2019 Abstract English language learners (ELLs) from an urban high school in the southeastern United States struggled to achieve reading proficiency on the federally mandated reading assessments. The purpose of this case study was to gain an understanding of ELL teachers’ perceptions about how using effective vocabulary pedagogies affected the reading comprehension of high school ELLs. Guided by Vygotsky’s theory of development, the research questions of this study addressed ELL teachers’ perceptions of vocabulary instruction and its effect on reading comprehension. The purposeful sampling included 5 high school teachers, an administrator, and an English for students of other languages compliance specialist, who met the criteria of having the experience of providing instruction and/or support to ELLs. These participants were asked during their interviews about their perceptions of vocabulary instruction to improve the reading proficiency of the ELLs, effective vocabulary strategies that affect ELLs’ reading comprehension, and the various methods that support and hinder vocabulary instruction to ELLs. Interviews and observations were used to collect data. Data were analyzed using thematic coding to organize the participants’ responses through occurring themes and sorted categories. Participants’ responded that there should be more professional development about ELL vocabulary instruction and practices. The culminating project may lead to improved instructional vocabulary strategies that will provide an impetus to respond to the learning requirements of all ELLs, resulting in positive change through increased reading success for ELLs in the district at large.English language learners (ELLs) from an urban high school in the southeastern United States struggled to achieve reading proficiency on the federally mandated reading assessments. The purpose of this case study was to gain an understanding of ELL teachers’ perceptions about how using effective vocabulary pedagogies affected the reading comprehension of high school ELLs. Guided by Vygotsky’s theory of development, the research questions of this study addressed ELL teachers’ perceptions of vocabulary instruction and its effect on reading comprehension. The purposeful sampling included 5 high school teachers, an administrator, and an English for students of other languages compliance specialist, who met the criteria of having the experience of providing instruction and/or support to ELLs. These participants were asked during their interviews about their perceptions of vocabulary instruction to improve the reading proficiency of the ELLs, effective vocabulary strategies that affect ELLs’ reading comprehension, and the various methods that support and hinder vocabulary instruction to ELLs. Interviews and observations were used to collect data. Data were analyzed using thematic coding to organize the participants’ responses through occurring themes and sorted categories. Participants’ responded that there should be more professional development about ELL vocabulary instruction and practices. The culminating project may lead to improved instructional vocabulary strategies that will provide an impetus to respond to the learning requirements of all ELLs, resulting in positive change through increased reading success for ELLs in the district at large. English Teachers’ Perceptions of Vocabulary Instruction in English Language Learners’ Classrooms by Karima Ezzair M.A., Walden University, 2008 B.S., Med V, 1990 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2019 Dedication I want to first give honor, glory, and praise to Almighty God, the most Merciful for giving me the energy to achieve this dream. This work is devoted to my parents for their unconditional love, prayers, support, and continuous encouragement. Additionally, it is dedicated to my family and especially my children and my sisters, my nieces, my friends, colleagues, and mentors who contributed immensely throughout the magnitude of this study. I thank you. Acknowledgements I would like to recognize my father who never failed to believe that I CAN do anything I put my heart into, my mother for believing in me all the way and for her prayers day and night. I would like to acknowledge my husband for being extremely patient when I spent hours and hours behind my computer. I also would like to recognize my beautiful sisters, Bouchra and Soumia, because without them, I wouldn’t have been able to bear the painful journey it took me to work on this project. Their love and their encouragement were endless. I would like to thank my wonderful children, Yasmine, Rania, and Mehdi, who supported me and taught me that everything is worth a try and that giving up is not an option. Furthermore, I would like to give special thanks to my wonderful niece, Lamiaa, for her encouragement and support, and who convinced me not to give up when the days got tougher. I also would like to thank my committee chair, Dr. Lucian A. Szlizewski, for his dedication, positive feedback, and high expectations; Dr. Glenn Richard Penny for serving on my committee and offering valuable feedback, support, and a sincere interest in my research since day one; and Dr. Brophy for being a wonderful support! Last, but not least, I would like to voice my gratitude to the school district and the principal who allowed me to run this research in their school as well as the reading and English teachers who offered their time, patience, and experience to enhance this study.