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Using a foreign language for a secret code is a prime example of how important language is and how if one cannot “hear (understand) what is coming,” the future is at stake (Bowie, n.d.; as cited in Kaiser, 2016, para 4). In the early education of Nez, he was forbidden to speak anything but English (Survey Graphic, 1934). The Indian Reorganization Act allowed bilingual conversations in New Mexico schools. Very few Japanese, or Americans, could understand or learn Navajo quickly. In 1942, Nez and 28 other Navajo speaking citizens were recruited by the Marines to help create a code of military commands in Navajo to thwart the Japanese during World War II and help the Americans win.
The education of English Language Learners (ELLs) has progressed over the last century and should continue to change with the needs of the learners in English as a Second Language (ESL) classrooms. Laws and polices emphasized closing the achievement gap of English Language proficiency, especially with ELLs, requiring Reading proficiency by three years or third grade, and support and funding of digital content and technology programs (Korte, 2015; National Conference of State Legislatures, 2017; Warner, 2017b). Virtual content and online learning are some resources being considered today for ELLs in Pennsylvania (PA), Ohio (OH), and West Virginia (WV).
The problem to be addressed in this study was that despite federal and state policies demanding digital literacy and English Language Arts (ELA) proficiency within three years of the student’s enrollment in school, elementary educators were likely to be using less online techniques to teach elementary ESL and students were not likely to meet proficiency in English on the ELPA/WIDA assessment (National Conference of State Legislatures, 2017; Warner, 2017a; WVDE, n.d.c).
The delivery methods used for teaching and learning English have a direct effect on English proficiency. In addition, ELL students who may become prospective employees must learn how to effectively use virtual content to reach people around the world and expand the students’ future enterprises. To this same end goal, teachers must learn how to effectively teach online classes and content or incorporate digital techniques to mold a quality global generation. Some state boards of education, such as West Virginia, and school districts have changed policies to support digital content and writing grants to fund technology programs (National Conference of State Legislatures, 2017).
The purpose of this quantitative, nonexperimental study was to determine the statistical differences among the delivery methods (allotted time teachers use online resources) and among the ELL student proficiency levels on the state 2019 ELPA/WIDA assessment among elementary schools across the tri-state area of PA, OH, and WV (Martin et al., 2019). Investigating the significant differences in the distribution of the frequencies of ELLs’ proficiency levels and ESL educators’ delivery methods is especially important for second language learners and can affect other subject content such as Math, Science, and Social Studies (Fritz, 2015; New York University (NYU) Steinhardt, 2009). Even in today’s virtual global market, some teachers were still reluctant to fully integrate online learning (Inside Higher Ed, 2017). Therefore, educators were expected to be using less online techniques to teach elementary ESL in ELA.