PUSH-IN LANGUAGE SUPPORT IN ENGLISH-MEDIUM INTERNATIONAL SCHOOLS

The number of English-medium international schools implementing a second language acquisition instructional model using push-in support is increasing. With the escalation comes increased interaction between English learner (ELL) teachers and classroom teachers. This quantitative survey-based study aimed to explore ELL in early primary years schools. Within construct schools, researchers sought investigate teacher expectations during push-in. Areas explored include policy specification roles, availability planning time, in-class for teachers, satisfaction with results revealed that slightly less than half participants reported having school defined approximately one-third were not provided time. also found statistically significant differences rankings roles Further, no difference level two groups; however, when groups combined, only about satisfied their school.