03 adapting assignmentstosupportel_ls

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Simplify vocabulary and language structures. Break assignments into smaller, more manageable parts. Provide visual supports and hands-on activities. These adaptations help English language learners access content while developing academic language skills.

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Adapting Assignments to Support ELLs
Specific Adaptation Impact on Student Learning

Purpose: The instructor-student relationship influences instructor job satisfaction. As the instructor-student relationship is created and maintained through communication, it makes sense that how instructors communicate in the classroom will be an expression of their satisfaction with their job. Thus, the purpose of this study was to examine the relationship between instructors’ job satisfaction and their perceptions of their own (a) self-efficacy for teaching, (b) motivation to teach, and (c) presentational traits (i.e., socio-communicative orientation, communicator style, and self-disclosure) while teaching. Method: Participants were 107 instructors, including 68 males and 39 females, representing 51 departments at a large Mid-Atlantic university. Instructors were solicited to participate through the campus mail system. Data were collected using a survey that included six scales. Specifically, participants completed the Teacher Satisfaction Scale (Plax, Kearney, & Downs, 1986), the Teacher Self-Efficacy Scale (Mottet, Beebe, Raffeld, & Medlock, 2004), a modified version of the Student Motivation Scale (Baringer & McCroskey, 2000), the Socio-Communicative Orientation Scale (Richmond & McCroskey, 1990), the Communicator Style Measure (Norton, 1978), and the Teacher Self-Disclosure Scale (Cayanus & Martin, 2008). Implications: Overall, these findings indicate that instructors who are satisfied perceive that they use positive, relational communication behaviors (e.g., responsive socio-communicative style, friendly communicator style) in the classroom. The fact that perceived use of potentially negative communication behaviors (e.g., assertive socio-communicative style, dominant communicator style) were not related to job satisfaction suggests that instructors communicatively take charge of the classroom independent of their satisfaction with teaching. In other words, both satisfied and unsatisfied instructors may enact argumentative behaviors while teaching. Interestingly, self-efficacy was not related to job satisfaction. It is possible that satisfied instructors do not report high levels of self-efficacy because they contemplate ways to improve their teaching abilities to enhance student learning in the classroom. In this study, motivated instructors were also satisfied. As the results do not show causality, it is important to note that motivation may lead instructors to be satisfied, or that job satisfaction may enhance feelings of motivation to teach. Future research should match self-reports of instructor job satisfaction, self-efficacy, and motivation to observations of instructor socio-communicative style, communicator style, and self-disclosure in the classroom.

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