Abstract
Purpose. The purpose of this study was to describe the high school English Language Arts department chair/teacher's perceived barriers on implementing the SB 1969 SDAIE training received relevant to the implementation of the SDAIE lesson and strategies, meeting SDAIE's goals, and observation information on other teachers following the same SDAIE mandates. Methodology. The participants were from randomly selected Los Angeles County public high schools. They were given a questionnaire using both qualitative and quantitative questions. The data were analyzed using statistical treatments such as the mean, mode, median, range, standard deviation, and recommendations from Drs. Thomas Harvey and Barbara Peterson. Findings. The data indicated the SDAIE training was not realistic, relevant, or easy to understand. Attitudes toward ELLs, and change in general, insufficient time, the culture gap between the teacher and ELL, and a nonsupportive administration also served as barriers. The majority of the questions had a response rate of 50 percent or more, eliminating a normal distribution and indicating the educators strongly suggested the SB 1969 training was a barrier itself. Conclusions. The study data showed that SB 1969 training served as a barrier for educators, and therefore implementation was problematic. Recommendations. Further research is recommended: future government mandated training should focus on realistic, relevant, and comprehensible training with an invitation for participation from the affected educators. Classroom practices that engage students should be created, and mechanisms that build rapport between school management and staff should be fostered. Creating ways to maximize the use of time and building cultural awareness and sensitivity should be in place on school campuses.