A Case Study of Three American Teachers’ Teaching Strategies at An Elementary School in the United States
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Abstract
The purpose of the present study was to explore specific teaching strategies that were used by three American teachers to ensure that their ESL children can acquire English in their classrooms. The study presents the results of interviews conducted with three teachers at one Virginia rural elementary school. Classroom observations were conducted to get a general sense of the context of each teacher’s classroom. Field notes taken on site documented the progression and procedures of each lesson. Relevant documents were collected to understand the three teachers’ teaching strategies. The findings show that the teachers made instructional adjustments and used highly socialized interaction strategies, such as a whole group meeting, student-led group work, pair work, and a theme-based project. The findings will provide useful information for ESL/EFL teachers to monitor and adjust the classroom instruction in order to create an environment that is most conducive to second language learning.
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