


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 4, No. 1, 2021 

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1 
 

Original Paper 

English Language Learner Instruction in Middle School 

Mainstream Classrooms 

Lakisha M. Nelson
1
, Michelle M. McCraney

1
, Ruby Burgess

1
, Sunddip Panesar-Aguilar

2*
 & Chris 

Cale
1
 

1
 Riley College of Education, Walden University, Minneapolis, USA 

2
 College of Health Sciences, University of St. Augustine, USA 

*
 Sunddip Panesar-Aguilar, College of Health Sciences, University of St. Augustine, USA 

 

Received: October 24, 2020    Accepted: November 7, 2020    Online Published: January 12, 2021 

doi:10.22158/grhe.v4n1p1               URL: http://dx.doi.org/10.22158/grhe.v4n1p1 

 

Abstract 

In a southeastern state, Grade 7 and 8 middle school general education teachers were not 

implementing cultural and individual instructional strategies consistently to support the academic 

achievement of the growing population of English Language Learners (ELLs). The purpose and key 

research questions of this qualitative study were designed to (a) identify what cultural relevant 

instructional strategies Grades 7 and 8 middle school general education teachers implement, (b) 

identify what individual relevant instructional strategies, and (c) understand what perceptions teachers 

have regarding strategies to facilitate consistent implementation of cultural and individual instruction 

to support ELLs. The nine participants were middle school (i.e., Grade 7 and 8) general education 

teachers from a school district in a southeastern state. Data were gathered through semistructured 

interviews and the themes included teachers’ beliefs in their abilities to provide consistent instruction 

to support ELLs, use of varied individual instructional strategies to support ELLs, use of varied 

cultural instructional strategies to support the needs of ELLs, and their want of preparation and 

relevant professional development to instruct ELLs. The findings have implications for positive social 

change, including identifying areas where professional development and focused instruction on the 

cultural and individual needs of ELLs increase teachers’ knowledge, skills, consistency, and perceived 

ability to support ELLs in the local school district. 

Keywords 

English language learners, middle school instruction, instructional strategies, cultural instruction, 

professional development, teacher instruction, teacher support, language instruction 

 



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1. Introduction 

Changes in demographics have increased the number of culturally and linguistically diverse learners. 

English Language Learners (ELLs), a heterogeneous and complex group of students with diverse 

educational needs, backgrounds, and abilities, are among the fastest-growing subgroup in U.S. public 

schools (McFarland et al., 2018; National Center for Education Statistics [NCES], 2019). ELLs 

represented approximately 9.5% of the K-12 student population in 2015 compared to 8.1% in 2000 

(Soto, Hooker, & Batalova, 2015). Projections have indicated that by the year 2025, ELLs will account 

for 25% of students in public schools (Musu-Gillette et al., 2017). The number of ELLs has exceeded 

the number of teachers certified to educate the subgroup (National Assessment of Educational Progress 

[NAEP], 2017), leaving general education teachers responsible for educating ELLs and non-ELLs 

(González, 2016). Increases in the ELL population have correlated to changes in educational policies 

on how general education teachers deliver instruction for culturally and linguistically diverse learners. 

Recognizing that there is an increasing number of ELLs, federal administrators mandated policies 

requiring teachers to accommodate culturally and linguistically diverse learners. ELL students’ 

demographic shifts changed the dynamics of classrooms when public school educators experienced an 

increase in school accountability pressure under the No Child Left Behind Act of 2001 (Spees, 

Potochnick, & Perreira, 2016). In 2015, President Obama signed the Every Student Succeeds Act 

(ESSA), replacing No Child Left Behind (NCLB). As the nation’s primary education law, the ESSA 

represents a commitment to provide an equal opportunity for all students, regardless of race, ethnicity, 

disability, English proficiency, or income (Darrow, 2016). Within the ESSA is a mandate requiring 

leaders of school districts to staff each classroom with a teacher suitable to meet the needs of the 

student population (Fuller, Hollingworth, & Pendola, 2017). However, the extent that teachers have 

met the needs of ELLs has varied. Schools with a higher concentration of integrating ELLs have been 

more responsive to the needs of the students (Spees et al., 2016). In contrast, researchers have found 

that ELLs families settle in rural areas, particularly in the South, and attend integrated schools that may 

be less responsive to ELLs’ needs (Spees et al., 2016). Despite federal efforts to ensure an equitable 

education for ELLs, results from national testing indicated a risk of literacy achievement for ELLs. 

Results from the NAEP assessment have reflected the literacy risk for ELLs. In 2017, only 5% of ELLs 

in eighth grade scored at or above the proficient level in reading (NAEP, 2017). Comparably, results 

from the 2015 NAEP assessment indicated that only 4% of ELLs in eighth grade scored at or above the 

proficient level in reading (NAEP, 2015). In 2011, data from NAEP showed that 1% of eighth-grade 

ELLs scored at or above the proficient level in reading (NAEP, 2011). The data trends from NAEP (see 

Figure 1) have piqued concerns when considering ELLs as the fastest growing population in U.S. 

schools.  



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Figure 1. National Assessment of Educational Progress Results: Data Trends of the Percent of 

English Language Learners in Eighth Grade Scoring at or Above Proficient Level in Reading 

 

The problem was that seventh- and eighth-grade general education teachers of ELLs were not 

consistently implementing cultural and individual instructional strategies to support ELLs academic 

achievement. When students from various cultural or linguistics groups joined the mainstream 

classroom, teachers struggled to implement instructional practices to meet the needs of each student. 

General education teachers are often ill-equipped to teach Common Core State Standards English 

Language Arts (CCSS ELA) to English learners (Guofang, Hinojosa, Wexler, Bian, & Matinez, 2017). 

General education teachers in the local setting became worried with their knowledge on how to teach 

and address the standards to prepare ELLs for mastery of the high-stakes CCSS ELA testing. Notes 

from a faculty meeting also indicated that three of every four teachers ask how to adjust instructional 

strategies to meet the need of ELLs. Addressing the concerns teachers of ELLs encountered when 

providing CCSS ELA instruction is an essential component in ensuring that teachers are preparing 

ELLs to gain the skills for mastering assessments. 

In addition to teachers feeling a need for improvement, recent developments in teaching English have 

heightened the requirement for investigating the impact of effective instructional tactics on instructing 

reading to the students. In the past, Louisiana educators relied on the use of the Louisiana 

Comprehensive Curriculum (LCC) for instructional practices before the implementation of CCSS ELA. 

But seventh- and eighth-grade ELLs in the local setting often possessed minimal success in mastering 

the LCC. District data from the assessments associated with the 2009-2010 implementation of the LCC 

indicated that less than 45% of ELLs in the local setting met or exceeded English language proficiency 

requirements. Thus, in 2010, the state department of education for the study district eliminated the LCC 

and authorized implementation of the CCSS. With the change in the curriculum of the study district 

came a shift in standards and instructional practices. The CCSS ELA standards were more rigorous 



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than the LCC objectives (Louisiana Department of Education [LDOE], 2018a). The standards 

encompassed the citation of textual evidence from the complex text when reading and writing; however, 

a detailed instructional pedagogy to aid teachers in supporting ELLs was not in the CCSS (Daniel & 

Pray, 2017). Therefore, teachers struggled to implement culturally consistently and individualized 

instructional strategies to support ELLs achievement of the standards. 

In response to a need for instructional strategies, the LDOE released an ELA document to support 

educators who taught ELLs to provide strategies for teachers to help students to reach their maximum 

potential (LDOE, 2018b). Developing deep approaches to instruction is important for ELLs to develop 

mastery in language requirements and forms of language (i.e., vocabulary, grammar, and content 

vocabulary). Intended to be a supplement to content standards, the use of ELL document provided 

support to teachers in the design of instruction based on the students’ English proficiency and guidance 

and knowledge in the progression of language acquisition (LDOE, 2018b). However, the instructional 

approach local teachers used may contribute to the local problem. Observational data indicated that 

general education teachers of ELLs made four instructional changes during the 25-minute response to 

intervention period without examining data to determine the impact on student learning. Minutes from 

a faculty meeting also indicated that the problem of inconsistent instructional practices occurred at the 

study site. Based on notes from a faculty meeting, general education teachers retaught the Tier I 

English vocabulary and structures in the same manner presented during regular instruction. The 

evidence from the faculty meeting indicated a need to investigate how teachers in the local setting 

implemented cultural and individual context in instructional practices for ELLs. 

Some ELLs have struggled because of limited access to instruction tailored to their needs. For some 

ELLs, the structure of language at home and school vary, and as a result, ELLs may have a difficult 

time trying to decipher the variances of the native language and the secondary language causing 

difficulties in learning vocabulary, comprehension, and written composition of English (Echevarria, 

Frey, & Fisher, 2015). The challenge with language and literacy has placed ELLs at a disadvantage in 

meeting the mandates of the CCSS ELA, especially in the study site. In the local setting, ELLs did not 

meet the academic goals for the 2018 school year. According to the 2018 accountability data, Louisiana 

Educational Assessments results suggested that approximately 70% of ELLs in the local district did not 

meet or exceed the requirements for obtaining English language proficiency (LDOE, 2018a). Gaining 

clarity in understanding how teachers of ELLs in the local setting provided individual and cultural 

instructional strategies may play a role in helping ELLs meet proficiency requirements of the CCSS 

ELA. 

Teachers who possess clarity in the use of instructional strategies exert more overall effectiveness in 

developing thinking skills, specifically in meeting the needs of linguistically and culturally diverse 

students (Rizzuto, 2017). Affirming an ELL’s native language in the classroom may impact the literacy 

development for the student. Opportunities can become available for teachers to meet the instructional 

goals and implement constructs for pedagogical purposes where students can engage in disciplinary 



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learning and language development (Musu-Gillette et al., 2017). Some research has emphasized that 

teachers learn of evidence-based interventions to support the needs of ELLs (Dussling, 2018). Further, 

though access to educational supports has existed for ELLs, there has been a substantial lack of 

research regarding how general education teachers use cultural and individual instructional strategies at 

the middle school level to support ELLs in developing academic proficiency of CCSS ELA.  

The following research questions (RQs) guided this qualitative case study:  

RQ1: What cultural relevant instructional strategies do middle school seventh- and eighth-grade 

general education teachers in a southern state implement to support the academic achievement of 

ELLs?  

RQ2: What individual relevant instructional strategies do middle school seventh- and eighth-grade 

general education teachers in a southern state implement to support the academic achievement of 

ELLs?   

RQ3: What are the perceptions of middle school seventh- and eighth-grade general education teachers 

in a southern state regarding strategies to facilitate consistent implementation of cultural and individual 

instructional strategies for ELLs?  

 

2. Method 

2.1 Purpose 

The purpose of this qualitative case study was to investigate middle school seventh- and eighth-grade 

general education teachers’ implementation of cultural and individual instructional strategies to support 

the academic achievement of ELLs in a southeastern state. The study site had an increasing number of 

ELLs. A qualitative case study design in which an analysis of real-life events occurring in the natural 

setting was the basis for this study, as qualitative research occurs in the natural setting to explore 

themes within the research (Ravitch & Carl, 2016). A qualitative method was used to research any 

cultural and individual instructional strategies seventh- and eighth-grade teachers of ELLs use in the 

general education classroom.  

2.1.1 Sampling 

At the rural school, general education teachers possessed the responsibility of educating ELLs to the 

same extent as non-ELLs. One criterion for selecting participants was to choose individuals that have 

knowledge that related to the purpose of the study (Ravitch & Carl, 2016). A purposeful sample was 

used to select the participants for the study.  

For this study, the participants selected were 10 seventh- and eighth-grade middle school general 

education teachers who provided instruction to at least ELL. The selection of participants centered 

around the availability, commitment to the study, and knowledge of the individual about the study topic. 

The justification for the number of participants related to the consideration of sample size to meaning 

saturation in which no further insights derive (Hennink, Kaiser, & Marconi, 2017). Generally, by the 

ninth interview, meaning saturation occurs. The plan was to have 10 individuals who could provide 



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knowledge about the practices they use to instruct ELLs to increase the likelihood of obtaining the 

information for the study; however, only nine agreed to participate in the study. Having a relatively low 

number of participants provided an opportunity to devote more time to the analyzation of data. 

The relationship with the participants correlated to the quality and trustworthiness of the study. To 

increase the likelihood of obtaining valid and reliable output, the researcher must establish a good 

rapport with the participants (Ravitch & Carl, 2016). Conveying the process of the study to participants 

helped build the trust that encouraged more open interviews (Rubin & Rubin, 2012). Additionally, 

potential participants received information on expectations, including demands of their time, what 

participation would entail, potential risks, data storing procedures as well as how I will disseminate 

information and potential benefits to the field of education (Rubin, H. J. & Rubin, I. S., 2012). 

Expectations were conveyed through the explanation of an informed consent form as well as providing 

contact information to develop lines of open communication for the participants to state additional 

concerns and questions. Developing a working relationship can increase the validity and 

trustworthiness of the research. 

2.1.2 Data Collection 

Based on the topic, the primary source for this qualitative case study was the use of semistructured 

interviews of nine general education teachers of ELLs. Semistructured interviews are a standard 

qualitative, data collection method that allows the researcher to delve into how individuals’ experiences 

and perspectives relate to other study participants and develop holistic descriptions of perspectives 

(Ravitch & Carl, 2016). The use of semistructured interviews allowed for focused exploration of 

participant perceptions on providing consistent instructional practices that address the cultural and 

individual needs of ELLs. The source of data collection aided in addressing the data desired for the 

project study as well as the use of the elements of self-efficacy and sociocultural theories (see Table 1).  

 

Table 1. Alignment of Interview Questions to Research Questions and Elements of Self-Efficacy and 

Sociocultural Theory 

Interview Question Research Question or Element 

1. What is your experience in working 

with English Language Learners?  
RQ1 (Qualitative): What cultural relevant instructional 

strategies do middle school seventh- and eighth-grade 

general education teachers in a southern state implement to 

support the academic achievement of ELLs? 

“Self-efficacy” (Bandura, 1977) 

2. What are your perceptions of 

working with English Language 

Learners?  

“Self-efficacy” (Bandura, 1977) 

3. What instructional strategies have 

worked well with English Language 

Learners? 

RQ1 (Qualitative): What cultural relevant instructional 

strategies do middle school seventh- and eighth-grade 



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general education teachers in a southern state implement to 

support the academic achievement of ELLs? 

4. What cultural relevant instructional 

strategies do you implement when 

instructing English Language 

Learners?  

RQ1(Qualitative): What cultural relevant instructional 

strategies do middle school seventh- and eighth-grade 

general education teachers in a southern state implement to 

support the academic achievement of ELLs? 

“Mind in society” (Vygotsky, 1978) 

5. Explain the importance of 

implementing instructional practices 

the address the cultural needs of 

ELLs. 

RQ1 (Qualitative): What cultural relevant instructional 

strategies do middle school seventh- and eighth-grade 

general education teachers in a southern state implement to 

support the academic achievement of ELLs? 

“Mind in society” (Vygotsky, 1978) 

6. What individual relevant 

instructional strategies do you 

implement when providing 

Instruction for English Language 

Learners? 

RQ2(Qualitative): What individual relevant instructional 

strategies do middle school seventh- and eighth-grade 

general education teachers in a southern state implement to 

support the academic achievement of ELLs? 

“Mind in society” (Vygotsky, 1978) 

7. Explain the importance of 

implementing instructional practices 

the address the individual needs of 

ELLs. 

RQ2(Qualitative): What individual relevant instructional 

strategies do middle school seventh- and eighth-grade 

general education teachers in a southern state implement to 

support the academic achievement of ELLs? 

“Mind in society” (Vygotsky, 1978) 

8. What are your perceptions on 

facilitating consistent 

implementation of cultural 

instructional strategies for ELLs? 

RQ3(Qualitative): What are the perceptions of middle 

school seventh- and eighth-grade general education 

teachers in a southern state regarding strategies to facilitate 

consistent implementation of cultural and individual 

instructional strategies for ELLs? 

“Self-efficacy” (Bandura, 1977) 

(table continues) 

Interview Question Research Question or Element 

9. What are your perceptions on 

facilitating consistent 

implementation of individual 

instructional strategies for ELLs? 

RQ3 (Qualitative): What are the perceptions of middle 

school seventh- and eighth-grade general education 

teachers in a southern state regarding strategies to facilitate 

consistent implementation of cultural and individual 



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instructional strategies for ELLs? 

“Self-efficacy” (Bandura, 1977) 

10. What assistance have you had that 

has been beneficial for implementing 

consistent instructional practices for 

English Language Learners? 

RQ3(Qualitative): What are the perceptions of middle 

school seventh- and eighth-grade general education 

teachers in a southern state regarding strategies to facilitate 

consistent implementation of cultural and individual 

instructional strategies for ELLs? 

“Self-efficacy” (Bandura, 1977) 

11. Would you like to have more help 

with implementing consistent 

instructional practices when working 

with English Language Learners? 

RQ3 (Qualitative): What are the perceptions of middle 

school seventh- and eighth-grade general education 

teachers in a southern state regarding strategies to facilitate 

consistent implementation of cultural and individual 

instructional strategies for ELLs? 

“Self-efficacy” (Bandura, 1977) 

12. What did I not ask that you want to 

discuss? 
“Self-efficacy” (Bandura, 1977) 

 

3. Results 

The findings provided an understanding of participants’ perceptions of supporting ELLs and strategies 

to implement individual and cultural instruction. According to the findings in this study, as teachers 

received guidance on how to employ varied instructional practices, their level of self-efficacy improved 

in the learning environment. Provisions from school leaders for successful implementation of 

individual and culturally relevant instructional strategies will lead to creating strategies that will 

support the academic needs of ELLs. In this section, a presentation of how the themes align with the 

RQs is presented. 

3.1 Findings for Research Question 1  

Research Question 1 pertained to the following question: What cultural relevant instructional 

strategies do middle school seventh- and eighth-grade general education teachers in a southern state 

implement to support the academic achievement of ELLs? Questions 1 through 5 from the interview 

protocol were used to answer RQ1. The intent of the RQ1 was to elicit responses that linked teacher 

implementation of cultural instruction to their consistency in supporting ELLs. Cultural instruction 

allowed teachers to academically prepare all students, including ELLs, with experiencing social 

constructs that transmit development for culturally organized individuals. Teachers understood that 

ELLs learn best when instructional strategies match their education needs. ELLs enroll in schools with 

varied experiences, languages, and cultural needs. To support ELLs, school leaders must assist teachers 

in adjusting their instruction. Theme 3 aligned with RQ 1 because teachers used varied cultural 



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instructional strategies to support ELLs. 

The participants shared in-depth information about their perceptions of cultural instruction when 

working with ELLs. The participants believed that supporting ELLs includes having an awareness of 

the backgrounds of the students and integrating cultural learning into instruction to diversify education. 

There were two areas that the teachers saw as vital to providing cultural instruction. The teachers were 

understanding of different nationalities and embedding time into the prescribed curriculum. Many 

participants stated that the implementation of inclusive cultural instruction could be achieved using 

various avenues. The participants stated that infusing cultural literature and activities that allow 

students to learn of other backgrounds will enable ELLs to feel a sense of belonging, which leads to the 

students wanting to learn despite the difficulties they may encounter. Many participants reported that 

embedding ELLs’ cultural backgrounds into instruction allow them to gain access to integrated 

instruction in which all students can learn the importance of diversity, and individuals from your 

diverse background contribute to society. 

The data stemming from the participant interview regarding culturally relevant instruction also showed 

that teachers believe time constraints should be adjusted to allow for embedment of cultural strategies 

for learning. The participants expressed that non-deviation from the mandated curricula impacts their 

ability to provide cultural aspects of instruction consistently. This data also aligned with Research 

Question 3 because the participants note the aspect that hinders their ability to provide consistent 

cultural instruction. 

3.1.1 Findings for Research Question 2  

Research Question 2 pertained to the following question: What individual relevant instructional 

strategies do middle school seventh- and eighth-grade general education teachers in a southern state 

implement to support the academic achievement of ELLs? Questions 6 through 7 from the interview 

protocol were used to answer RQ2. The intent of the RQ2 was to elicit responses that linked teacher 

implementation of individualized instruction to their consistency in supporting ELLs. Themes 2 

connected with Research Question 2, establishing that teachers use varied individualized instructional 

strategies to support ELLs’ academic needs. Individualized instruction allowed teachers to 

academically prepare all students, including ELLs, to experience academic success according to their 

proximal development zones. Teachers expressed that ELLs learn better when classroom instruction 

was representative of the students’ educational needs. ELLs must have an equitable opportunity to gain 

access to the same general education academic curricula as non-ELLs. Teachers in the general 

education classrooms used a variety of strategies that were relevant to assisting ELLs with 

understanding the curriculum standards. 

The participants shared in-depth information about their goal to assist the ELLs as best as possible. The 

participants believed that supporting ELLs includes an awareness of the students’ specific academic 

needs. The participants’ areas as vital to providing individualized instruction were teacher experience, 

individualized assistance from peers, and bilingual resources. The number of years of teaching 



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experience in educating ELLs was communicated as the main factor for providing individualized 

instruction. Most participants expressed the use of peer tutors and small group practices to assist ELLs. 

Participants reported that they either have access to resources located within the curriculum or 

resources obtained, which impacts their ability to provide consistent individual instruction. 

3.1.2 Findings for Research Question 3 

Research Question 3 pertained to the following question: What are the perceptions of middle school 

seventh- and eighth-grade general education teachers in a southern state regarding strategies to 

facilitate consistent implementation of cultural and individual instructional strategies for ELLs? 

Questions 8 through 11 from the interview protocol were used to answer RQ3. The intent of the RQ3 

was to elicit responses that linked teacher perceptions of their ability to provide consistency in 

supporting ELLs. Themes 1 and 4 aligned with Research Question 3, establishing that teachers want 

preparation and relevant professional development to support ELLs’ academic needs. Preparation 

assists in providing teachers knowledge of approaches that will inform teachers how to adjust 

instruction to improve ELLs’ academic outcomes. Professional development provides teachers with 

time to learn of ways that facilitate consistency in teaching methods. 

The data gathered from the participants regarding their ability to facilitate consistent cultural and 

individualized instruction and assistance they have received to support ELLs academically aligned with 

Research Question 3. The interviews revealed that the participants’ ability to facilitate consistent 

instruction was influenced by their perceptions of assistance received. Most participants expressed that 

they have not received correspondence or participated in inadequate training from district leaders on 

how to instruct the ELL population effectively. The participants stressed that there needs to be more 

directives and professional development on how to help ELLs succeed in the general education 

classroom. 

3.1.3 Relationship of the Results to the Literature 

Themes 1 and 4. Rizzuto (2017) asserted that teachers who have clarity in using instructional 

strategies possess more effectiveness in meeting the needs of linguistically and culturally diverse 

students making the teachers’ perceptions on the facilitation of consistent instructional strategies vital 

for which aligns with Theme 1. The level of self-efficacy plays a role in the teacher’s ability to master 

the task (Korkmaz & Unsal, 2016). In this study, the participants’ perception of their level of expertise 

related to the challenges faced. According to Heineke et al. (2019), teachers face a challenge acquiring 

competencies and understanding to meet ELLs’ cultural and individual needs (Theme 4). The 

participants in this study believed that there was a need to receive directives and training on specific 

strategies to meet ELLs’ academic needs. According to the participants, receiving guidelines would 

help general education teachers become knowledgeable about instructional practices that can be used to 

help students master standards across subject areas. Furthermore, the researchers added that teacher 

self-confidence in their ability on preparedness for diverse learners impacts how instruction is provided. 

Wong, Indiatsi, and Wong (2016) stated that teachers who receive guidance in second language 



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acquisition provide more consistency for students’ needs; therefore, it is crucial to ensure appropriate 

instructional guidance for teachers that support the needs of ELLs. 

Themes 2 and 3. Echevarria et al. (2015) asserted the importance of general education teachers 

providing varied instruction, which makes individual and cultural strategies vital for ELL instruction 

(Theme 2 and 3). According to Byrd (2016), cultural instruction increases academic growth for ELLs 

(Theme 3). The participants in this study felt that is was crucial to adjust instruction to provide ELLs 

with an opportunity of learning that was equivalent to the instruction provided to non-ELLs (Theme 2 

and 3). The participants structured their practices to provide students with the individual instructional 

time, peer learning opportunities, and bilingual assistance (Theme 2 and 3). General education teachers 

should focus on the developmental levels of the students (Daniel & Pray, 2017). Furthermore, teachers 

impact ELLs’ development with the application of sociocultural strategies (Echevarria et al., 2015). 

Participants in the study agreed that providing individual and cultural instruction is a meaningful way 

to reach the anticipated outcome. 

The participants used a variety of individual and cultural strategies to assist with academic growth for 

ELLs. Some of the strategies used included providing individual and cultural instruction during the 

response to intervention time and small grouping. The findings as they related to Theme 2 and 3 were 

like the kinds of strategies reported in previous research. Lucas, T., Villegas, A. M., & 

Freedson-González, M. (2008) and Feryok (2017) stated that making connections between classroom 

instruction and students’ background is a way to assist students in making meaning of content. Brown, 

D. S. (2017) and Diaz-Rico (2017) noted that teachers must implement specific practices relative to 

ELLs’ cultural and individual needs. During the response to intervention and small grouping instruction, 

participants in the study acknowledged ELLs’ unique academic needs and implemented 

student-specific strategies to support learning. Above all, researchers emphasized that general 

education teachers accommodate the diverse educational needs of ELLs. 

 

4. Discussion 

4.1 Research Discussion  

The participants in this qualitative project study were nine middle school seventh- and eighth-grade 

seventh- and eighth-grade general education teachers of ELLs. The teacher shared their experience, 

perceptions, and knowledge about implementing individual and culturally relevant instructional 

strategies to support ELLs in a general education setting. A detailed narrative discussion of the findings 

delineated themes that resulted from the participants’ interviews. Small grouping and peer tutoring 

were the most used methods of individual instruction. Embedding literature aspects into teaching was 

most noted for cultural instruction. The participants communicated that there was a need for 

preparation and training to provide instruction that would improve ELLs’ academic performance in the 

general education setting.  

 



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4.1.1 Limitations 

Although the research study can benefit school leaders, teachers, and students, there are several 

limitations. One limitation of this project is the small number of participants. There were 31 Grade 7 

and 8 middle school general education teachers invited to participate in this study; however, only nine 

teachers elected to participate and were interviewed. The limited number of participants is not a large 

representation of the middle school seventh- and eighth-grade general education teachers, which makes 

the results difficult to generalize in other populations. Because the qualitative study was conducted 

specifically for the local study site, the results of this research study cannot be generalized on a larger 

scale. 

Finally, since the inception of this research study, the dynamics of the traditional on-campus model to 

school has completely changed. With the Coronavirus pandemic, social restrictions, such as 

maintaining 6-feet apart, are in place to minimize the spread of infection (Hickner, 2020). The school 

leaders of the local study site may not perceive the implementation of professional development as 

feasible due to the social distancing restrictions mandated by the local, state, and the federal 

government. 

4.1.2 Implications for Future Research 

Based on the statements of limitations of this research and interpretations, directions for future research 

are provided. Future studies could follow a different research design. Rather than qualitative, this study 

could be extended in search of statistical generalizability. Additionally, a longitudinal study could be 

conducted later, when the participants have completed instruction based on the recommendations in the 

position paper. The research can be continued in several years. It would provide longitudinal accounts 

to reveal how teachers’ perceptions change over time and the role guidance and professional 

development play in middle school general education teachers’ ability to instruct ELLs. Future research 

may include teachers’ implementation of cultural and individual instruction for ELLs on the elementary 

and secondary levels. 

4.1.3 Conclusion 

Grounded in the sociocultural and self-efficacy theories, a qualitative case study research design was 

used. Three RQs were used to guide the data collection. Through personal individual, semistructured 

interviews with middle school seventh- and eighth-grade general education teachers, data were 

collected and analyzed. Data was organized based on the themes derived from coding. Based on the 

findings, several factors impacted the teachers’ ability to facilitate the implementation of cultural and 

individual instruction consistently as well as the type of strategies used to support the ELLs. The result 

of the research study was a position paper defining the data retrieved from the study and provisions of 

recommendations to school leader of the local district in areas regarding providing middle school 

seventh- and eighth-grade general education teachers with guideline and professional development on 

implementation consistent cultural and individual instructional strategies to support the academic 

achievement of ELLs. With the implementation of the recommendations in the position paper, 



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implications of positive social change are an enhancement in the teachers’ knowledge, skills, 

consistency, and perceived ability in supporting ELLs in the local school district. 

 

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