Who Does What And Why?: ESL Administrators’ Perspectives On The Roles Of ESL Specialists And Mainstream Teachers

Abstract

In this era of high stakes accountability, the relationship between English as a Second Language (ESL) specialists and mainstream teachers has become even more complex. For this study, four district level ESL administrators were interviewed using a semi-structured interview protocol about a) the roles and responsibilities of ESL teachers, b) the knowledge and skills mainstream teachers need to support ELLs, and c) the quality of university teacher preparation in light of public school realities. Findings indicate that ESL specialists play important instructional and non-instructional roles within schools that are not always valued by colleagues. Mainstream educators need greater preparation in understanding English proficiency levels, second language acquisition, cultural competence, and accountability for the success of ELLs. Recommendations focus on improving collaboration, accountability, cultural competency, and understanding of effective ESL program models.