Teachers work within a context of competing stories, including pressures regarding English language learners (ELLs), a deficit view of teachers, and high-stakes testing and accountability, all of which impact teachers' emotions. Within this context, teachers prioritize what is most important to them. This self-study using narrative inquiry methods lays the author's stories of teaching alongside those of two other teachers of ELLs. The author conducted a series of interviews with the participants, analyzed the interviews for themes and tensions, negotiated meaning with participants, and created interim texts to represent the participants' priorities in teaching ELLs. Three teachers' priorities, as indicated by their stories of teaching, are relationships with students, and helping students continue to progress. Implications include the importance of teachers' understanding of their own priorities, which helps alleviate some of the pressure that teachers are under, positively impacting students as well. Recommended research includes future research on teachers' priorities regarding their ELL students, and further self-studies with narrative inquiry methods.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Boone, Johanna, "What Matters Most? The Everyday Priorities of Teachers of English Language Learners" (2014). All Theses and Dissertations. 4214.
self-study, narrative, English Language Learners, teacher priorities, deficit orientation, high-stakes testing