Abstract
Aims and objectives: Southwest Florida has experienced a significant influx of students who are non-native English speakers. However, many teachers receiving these emergent bilingual students (EBSs) lack the knowledge and skills to effectively support their learning. The purpose of the study was to explore teachers' perceptions of EBSs in Southwest Florida, to identify ways to improve their instructional approaches and better serve these students' needs.Design/methodology/approach: This study surveyed teachers in two Southwest Florida counties to explore their perceptions of EBSs.Data and analysis: The study employed a two-phase data analysis approach, utilizing exploratory factor analysis (EFA) to assess the research instrument's feasibility and descriptive statistics to provide a comprehensive understanding of the identified factors. The analysis was conducted using SPSS 28.0 software.Findings/conclusions: Three key factors emerged: (1) attitudes toward bilingual education, (2) school environment and support, and (3) negative perceptions. Findings revealed that while most teachers held positive attitudes and perceived a supportive environment, lingering negative perceptions underscore the need for targeted interventions and professional development to enhance their teaching practices with EBSs.Originality: The study's recommendations for targeted interventions, professional development, and policy guidance can inform international efforts to support EBSs, particularly in regions with similar demographic and educational contexts.Significance/implications: This study highlights the urgent need for ongoing support and professional development opportunities to empower teachers to effectively serve EBSs. At the same time, this study sheds light on the pressing need for policy guidance to address the persistent gaps in teacher training and support for EBS, providing valuable insight to inform decision-making and drive meaningful change.
