Based on empirical qualitative data collected by interviewing eight elementary school teachers from across four different school boards in Ontario and analyzing new Ontario Ministry of Education policy and guidelines for supporting and programming for English Literacy Development (ELD) students, this research seeks to better understand how teachers’ discourses influence their perception of ELD students’ experiences in elementary schools. In particular, I look at how they view their roles as teachers, the purpose of education and schooling, their personal views on diversity, and how they program literacy for ELD students. The participants’ discourses reveal that although they prioritize having positive relationships with their students, they often struggled to relate positively with their ELD students. Reassessing how the formal school is structured and providing directed professional development on teaching ELD students could work towards creating more positive learning experiences for ELD students in Ontario elementary schools.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/30081 |
| Date | 29 November 2011 |
| Creators | Brubacher, Katherine |
| Contributors | Gérin-Lajoie, Diane |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0021 seconds