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