The Role of Paraprofessionals in the Instruction of Limited English Proficient Students

A small-scale ethnographic study investigated: (1) the instructional role of the paraprofessional/teacher aide in dealing with the educational needs of limited-English-proficient (LEP) students; (2) to what extent the paraprofessional is aware of those needs; (3) whether ethnic or linguistic differences between paraprofessionals yield distinctive instructional strategies; and (4) the career goals of these individuals. The study was conducted over the course of three months in a suburban school district with a high proportion of LEP students. Twenty-two monolingual and bilingual teacher aides at 6 elementary schools responded to a survey concerning personal information (gender, ethnic and language background), education, working conditions, and instructional activities. Of the three case studies conducted, one was of a monolingual and two of bilingual teacher aides. Results suggest some ethnic differences among paraprofessionals in educational background, job satisfaction, perceptions of the emotional and political environment of the schools, and perceptions of student needs. Generally, these paraprofessionals are given responsibility for direct instruction of LEP students, with daily or weekly meetings with the regular classroom teacher. They see themselves as valued in LEP instruction. Improved training, inclusion in planning, and promotion of paraprofessionals are recommended. Contains two appendixes and six references. (MSE)