Concerns regarding the success of limited English proficient students, at the elementary level, in the Menomonie Area School District

Abstract

The purpose of this study was to investigate the attitudes and concerns regarding the success of Limited English Proficient students, at the elementary level, in the Menomonie Area School District. The participants consist of elementary teachers in the Menomonie school district. An Elementary Questionnaire designed by the researcher, with consultation from an English as a Second Language district teacher, was distributed to all elementary schools including River Heights, Wakanda, Downsville, Knapp, Oaklawn, and Cedar Falls. The results of the study confirm that the majority of teachers have concerns about the level of success of their Limited English Proficient students and express a variety of needs to assist these students. These needs include, but are not limited to, having the school district provide more English as a Second Language services than are currently being offered, correlate English as a Second Language instruction with regular classroom instruction, and provide training for teachers or parents on more effective ways to teach or assist Limited English Proficient students.