A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley

Abstract

The purpose of this qualitative study was to identify the impact of the present grade-span configuration on the sense of belonging in English Language Learners (ELLs) and on the continuity of curriculum and instruction. The teachers of ELLs were asked: (a) How do the grade-span configurations and successive school-to-school transitions affect the sense of belonging for students who are ELLs of the Adelante I.S.D (a pseudonym)? (b)How does the grade-span configuration affect the continuity of curriculum and instruction for students who are ELLs on the elementary campuses of Adelante I.S.D.?

The students at Adelante I.S.D. made six transitions from campus to campus during their Pre-K to twelfth grade years. They also transitioned every two years to another campus and this frequent turnover of students posed a concern for the researcher, administration, teachers, and community members of Adelante I.S.D. It was the role of the researcher to work with the district of Adelante and study the ramifications of the aforementioned concerns campus to campus.

The findings related to the first research question determined that students experienced a considerable amount of movement which the participants and researcher perceived as having a negative influence on the academic achievement of ELLs. There were minimal transitional practices in place to prepare students for the next campus and grade level leaving students ill-prepared to successfully make the transition. Students were unable to achieve an enduring sense of belonging to each campus as a result of how the campuses were configured.

The findings related to the second research question determined that grade configuration impacted the curriculum and instruction for each campus and the district as well. Some instructional strategies were inconsistent from campus to campus and follow through to address the tenets of the District instructional plan were also of concern. The configuration also hindered the communication of teachers across the campuses as they had very little opportunity to meet and plan with one another. Overall, the teachers shared concerns that highlighted the complexity of a triple quandary in assisting ELLs in transitioning from country to country, language to language, and campus to campus.