Start Date
15-12-2015 11:50 AM
Description
My research will examine which teaching techniques and classroom structures contribute to higher levels of self-efficacy amongst Spanish-speaking English as a Second Language (ESL) students in Los Angeles public elementary school classrooms. Most published research only examines the self-efficacy levels of high school students, and don’t center specifically on Spanish speakers. I will perform a year of classroom observation at an L.A. public school that has an equal split of ESL students and native English speakers. I will dissect the teaching strategies, self-efficacy enhancing techniques, and classroom environment utilized in these classrooms, and I will use first-hand interviews with fifth grade students and their teacher to examine how the structures, policies, and environments in place affect their self-efficacy. This will allow me to make conclusions of the overall academic experience of ESL students in Los Angeles elementary schools, and how teachers can adapt their curriculum and classrooms to best fit the self-efficacy related needs of their ESL students.
Strategies to Enhance Self-Efficacy Amongst ESL Students
My research will examine which teaching techniques and classroom structures contribute to higher levels of self-efficacy amongst Spanish-speaking English as a Second Language (ESL) students in Los Angeles public elementary school classrooms. Most published research only examines the self-efficacy levels of high school students, and don’t center specifically on Spanish speakers. I will perform a year of classroom observation at an L.A. public school that has an equal split of ESL students and native English speakers. I will dissect the teaching strategies, self-efficacy enhancing techniques, and classroom environment utilized in these classrooms, and I will use first-hand interviews with fifth grade students and their teacher to examine how the structures, policies, and environments in place affect their self-efficacy. This will allow me to make conclusions of the overall academic experience of ESL students in Los Angeles elementary schools, and how teachers can adapt their curriculum and classrooms to best fit the self-efficacy related needs of their ESL students.
