A mixed-methods study to understand the perceptions of high school leaders about English Language Learners (ELLS): the case of mathematics.

Rosa, Milton2014-11-122014-11-122011ROSA, M. A mixed-methods study to understand the perceptions of high school leaders about English Language Learners (ELLS): the case of mathematics. Jornal Internacional de Estudos em Educação Matemática, São Paulo, v. 4, n. 2, p. 71-116, 2011. Disponível em: <http://revista.pgsskroton.com.br/index.php/jieem/article/view/122>. Acesso em: 15 out. 2014.2176-5634http://www.repositorio.ufop.br/handle/123456789/3807This 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.en-USEnglish Language LearnersHigh school teachersStandardized high-stakes testsEthnomathematicsMixed-methods studyA mixed-methods study to understand the perceptions of high school leaders about English Language Learners (ELLS): the case of mathematics.Artigo publicado em periodicoOs trabalhos publicados no Jornal Internacional de Estudos em Educação Matemática estão sob Licença Creative Commons que permite copiar, distribuir, transmitir o trabalho, desde que sejam citados o autor e licenciante. Não permite o uso para fins comerciais nem a adaptação. Fonte: Jornal Internacional de Estudos em Educação Matemática <http://www.pgsskroton.com.br/seer/index.php/jieem/about>. Acesso em: 01 jan. 2017.