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Mainstream Teacher Attitudes Toward English Language Learners

Author : Cristina Gonzalez Dekutoski

Publisher :

Page : 111 pages

File Size : 28,25 MB

Release : 2013

Category : Curriculum planning

ISBN :

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Book Description

The purpose of this study was to collect and analyze data from practicing mainstream K-12 teachers currently enrolled in graduate courses at a large, urban, Midwest university regarding four categories of their attitudes toward English language learners: (a) inclusion of ELLs, (b) the second language acquisition process/language and language learning, (c) modification of coursework, and (d) ESL professional development. Though studies on teacher attitudes toward ELLs remain sparse, research on this topic is important for two reasons. First, as the rigor of grade level curriculum increases (i.e. high school graduation requirements, state MEAP testing, NCLB) understanding complexities of ELLs and background knowledge of the language acquisition process can be beneficial for educators, parents, and students in educational reform efforts of ELLs, whose academic performance currently substantially lags behind their native English speaking peers. Second, an examination of teacher attitudes toward English language learners might provide support for the importance of requiring coursework in the areas of language acquisition and methodology for all preservice teachers at institutions that offer teacher preparation programs. At the time of this study, the National Council for Accreditation of Teacher Education (NCATE) did not require this type of coursework. Three statistically significant findings emerged from this research study regarding teacher attitudes toward English Language Learners: (a) past coursework in ESL positively impacts teachers' attitudes toward ELLs; (b) professional development was positively associated with past coursework in ESL; (c) an association was found between teacher's attitudes toward professional development and the number of graduate and undergraduate credit hours that deal specifically with language minority students. These findings confirmed the value for teachers to take courses in ESL, and also suggested the need for state policy makers to consider requiring coursework in ESL for preservice teachers. As the influx of ELLs continues to impact public schools throughout the nation, school systems and educators must be appropriately prepared.



Teacher Attitudes Toward English Language Learners

Author : Rich Walton McKinney

Publisher :

Page : 92 pages

File Size : 38,6 MB

Release : 2008

Category : English language

ISBN :

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Book Description

No Child Left Behind (NCLB) has created a situation in which teachers are required to educate English Language Learners (ELLs) at the same level of proficiency as native speakers. However, there is a paucity of research concerning teacher attitudes regarding ELLs, and thus, little is known about how these attitudes will impact instruction. The purpose of this study was to examine regular education teachers' attitudes toward the inclusion of ELLs in the regular education classroom. More specifically this study sought to understand whether teacher attitudes were influenced by the specific instructional factors of support, expertise, and time. The study was conducted in conjunction with a large, metropolitan school system in Tennessee. In the study, several schools were selected based on their ELL populations over the past three years. Teachers at these schools were invited to participate in the study, and were asked to respond to a survey instrument which was adapted from the Opinions Relative to Integration (ORI). The adapted ORI was used to quantify teacher attitudes regarding the inclusion of ELLs in regular education classrooms, and the results were subsequently used to generate an index score of teacher acceptance of ELLs in the regular education classroom. Additionally, teachers were asked to respond to a survey instrument which examined whether the teacher felt they had the necessary amounts of support, expertise, and time to teach ELLs. The data were analyzed using a three-way ANOVA, and the results suggest that teachers' attitudes are influenced by a scarcity of instructional factors. This paper discusses the extent to which the three specific instructional factors of support, expertise, and time influenced teacher attitudes. Additionally, the paper considers how educational leaders might use these findings to improve teacher attitudes toward ELLs.



The Classroom Teacher's Guide to Supporting English Language Learners

Author : Pamela Mesta

Publisher : Routledge

Page : 106 pages

File Size : 35,24 MB

Release : 2019-04-30

Category : Education

ISBN : 1317820797

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Book Description

This book answers your key questions about educating English Language Learners (ELLs) and offers detailed guidance and concrete applications for your classroom. Designed as a one-stop-shop for classroom teachers of all grade levels and content areas, this book is chock full of essential information, delivered in a practical, concise format. In each chapter, you will find checklists, instructional strategies, tables, tools and ideas for next steps. The resources and examples provided are easy to implement and can be used the next day in your teaching. Topics addressed include: Getting to know your ELLs Considering how culture, language and academic background impact learning Bridging the home/school connection Pairing content and language objectives Gauging learner progress Collaborating with ELL staff Much more!



High School Social Studies Teachers' Attitudes Towards the Inclusion of ELL Students in Mainstream Classes

Author : Jason L. O'Brien

Publisher :

Page : pages

File Size : 41,94 MB

Release : 2007

Category :

ISBN :

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Book Description

ABSTRACT: The purpose of this study was to examine the attitudes of high school social studies teachers who had English Language Learners (ELL) mainstreamed in their social studies classes. In the school district in which the study took place, approximately 70% (n=240) of the high school social studies teachers had ELL students in their classrooms. For the quantitative portion of the survey, 344 surveys were given to each social studies department chairperson in the county to be completed by all the teachers who currently had ELL students in their social studies classroom. For the qualitative portion of the study, eight high school social studies teachers were interviewed as to their attitudes towards mainstreaming ELL students. Both the survey and interview instruments were developed by Reeves (2002) when she measured teacher attitudes towards mainstreaming ELL students. While a majority of teachers appreciated the cultural diversity which ELL students brought to the classroom, more than three-fourths of the teachers reported that they would prefer ELL students not being in their social studies classrooms until they have reached a minimum level of English proficiency. While a broad spectrum of attitudes were reported towards support teachers received, many survey and interview participants did not feel that the training offered in university coursework or from the school district was particularly beneficial in preparing them to teach ELL students. A clear majority of teachers reported time for both planning and instructional delivery as major obstacles when ELL students are mainstreamed in content area classes. Finally, a majority of teachers (66%) supported making English the official language in the United States. Recommendations for future research and for future policy makers were reported in the final section of the study.



Helping Mainstream Teachers Learn how to Teach English Language Learners

Author : Elizabeth May Brown

Publisher :

Page : 112 pages

File Size : 43,73 MB

Release : 2012

Category :

ISBN :

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Book Description

This study looks to understand the attitudes and experiences of elementary mainstream teachers regarding English Language Learners (ELLs) and to identify what the teachers are doing to accommodate ELLs in their classroom. Key influences in framing this study included colleagues who have ELLs in their classrooms, the ELLs at my private school in the Midwest, and Hamline University professors. Authors reviewed for this study include the following: de Jong & Harper, Cummins, Mabbott, and Peregoy & Boyle. The research methods used include a questionnaire and individual observations of eight participating elementary teachers. The results of the research determined the elements of a professional development plan to help the teachers understand how to better teach ELLs. Components of the plan include setting goals, in-service training, collaboration with the ESL teacher, and a Professional Learning Community.



Getting Started with English Language Learners

Author : Judie Haynes

Publisher : ASCD

Page : 177 pages

File Size : 39,53 MB

Release : 2007

Category : Education

ISBN : 1416605193

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Book Description

A veteran educator provides insights and strategies for educators unaccustomed to working with students whose native language is not English.







Teaching English Language and Content in Mainstream Classes

Author : Linda New Levine

Publisher : Pearson College Division

Page : 360 pages

File Size : 25,26 MB

Release : 2012-08-12

Category : Education

ISBN : 9780132893664

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Book Description

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code. Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. -- The ideal resource for helping K-12 classroom teachers integrate content learning and English language learning into their classroom lessons, Teaching English Language and Content in Mainstream Classes presents practical, ready-to-use, research-based principles and strategies in a friendly writing style that clarifies concepts, defines key terms, and offers classroom teachers what they need to accelerate their students' academic achievement. With it's emphasis on techniques for developing reading, writing, and speaking skills in the content areas and it's presentation of illustrative teaching vignettes to make the ideas clear, the new edition of this widely popular guide stands out from others on the market as a "must have" resource for teachers in today's diverse classrooms.



Preparing Quality Educators for English Language Learners

Author : Kip Téllez

Publisher : Routledge

Page : 244 pages

File Size : 24,54 MB

Release : 2006-08-15

Category : Education

ISBN : 1135602921

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Book Description

This volume brings together a broad range of academics, school-based educators, and policymakers to address research, policy, and practice issues related to improving the education of English language learners in U.S. schools today. It emphasizes throughout that instructional improvements cannot be achieved via curriculum alone--teachers are key to improving the education of this large and growing population of students. The focus is on the quality of preparation and development of pre-service and in-service educators. Contributors include leading educators and researchers in the field and from nationally recognized professional development programs. Their recommendations range from promising new professional development practices to radical changes in current state and federal policy. Preparing Quality Educators for English Language Learners is an important resource to help teacher educators, administrators, and policymakers address critical issues as they develop programs for English language learners.