|Educational Research (ISSN:2141-5161) Vol. 2(13), pp. 1847-1867, December Special Issue 2011
Copyright © 2011 International Research Journals
Full Length Research Paper
Understanding the perceptions of high school leaders about English language learners (ELLS) in California: a mixed methods study to understand the influence of language and culture in the mathematics learning
Centro de Educação Aberta e a Distância (CEAD). Universidade Federal de Ouro Preto (UFOP). Ouro Preto, Minas Gerais, Brazil.
Received 14 November, 2011; Accepted12 December, 2011
This study discusses the challenges faced by high school leaders in providing an environment that successfully maximizes the learning experiences of English Language Learners (ELL) students. It also focuses on the perceptions of principals and vice-principals concerning the challenges faced by these students in relation to standardized high-stakes tests. In this regard, one of the purposes of this study is to determine how these perceptions are influenced by an understanding of the influences of the diverse linguistic and cultural backgrounds of ELL students on their academic performance in mathematics. Another purpose is to describe pedagogical approaches such as culturally relevant education and ethnomathematics that high school leaders may implement to meet the educational needs of these students in their schools. This study also adds to the existing body of the literature in relation to the perceptions of high school leaders concerning ELL students and provides useful information for decision-makers in the field of teaching English and mathematics to speakers of other languages.
Keywords: English language learner, culturally relevant education, high school leaders, standardized high-stakes tests, ethnomathematics, mixed-methods study.
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