Journal ArticleDOI
Teachers' Beliefs about English Language Learners in the Mainstream Classroom: A Review of the Literature.
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TLDR
In this article, a literature review on teachers' beliefs about English language learners (ELLs) in mainstream classrooms is organized into three sections: (a) inservice teachers' existing beliefs, (b) predictors of instructors' beliefs, and (c) the connection between teachers' belief and practices.Abstract:
This literature review on teachers' beliefs about English language learners (ELLs) in mainstream classrooms is organized into three sections: (a) inservice teachers' existing beliefs, (b) predictors of inservice teachers' beliefs, and (c) the connection between inservice teachers' beliefs and practices. This body of literature points to a clear need for increased professional development for mainstream teachers because, currently, teacher education possesses a “poverty of language learning.” According to the research included in this review, a relation exists between beliefs and practices in relation to teaching ELLs in mainstream classrooms. Certain factors, such as training in teaching ELLs, years of teaching experience, and exposure to language diversity, have been identified as predictors of mainstream teachers' beliefs about English to speakers of other languages students. It is important for teachers who hold deficit beliefs toward ELLs to adopt a new set of beliefs for successful inclusion of ELLs.read more
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Journal ArticleDOI
Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era
TL;DR: The authors argue that efforts to prepare teachers for working with English learners (ELs) to engage with increasing language and literacy expectations across the curriculum requires development of pedagogical language knowledge (Galguera, 2011), not to "teach English" in the way that most mainstream teachers may initially conceive of (and resist) the notion, but rather to purposefully enact opportunities for the development of languages and literacy in and through teaching the core curricular content, understandings, and activities that teachers are responsible for (hopefully, excited about) teaching in the first place.
Journal ArticleDOI
Made in America: Immigrant Students in Our Public Schools
TL;DR: Made in America: Immigrant Students in Our Public Schools by Laurie Olsen as discussed by the authors is a popular book for immigrants in American public schools, published by The New York Times, 1997.
Journal Article
What Keeps Teachers Going
TL;DR: Nieto's What Keeps Teachers Going as discussed by the authors focuses on the experiences of educators who persevere... who stay the course and who choose to remain in teaching as exemplary professionals.
Journal ArticleDOI
Teachers’ Sensemaking of Data and Implications for Equity
Melanie Bertrand,Julie A. Marsh +1 more
TL;DR: This paper found that while teachers most often attributed outcomes to their own instruction, they also frequently focused on supposedly stable student characteristics, which may have inhibited reflection on their practice and reinforced low expectations for English language learners and students in special education.
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"They come with nothing:" How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners
TL;DR: This article studied the effects of teacher training in the culturally responsive Instructional Conversation pedagogy on English Language Learners (ELLs) academic outcomes in the United States' New South.
References
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Basics of qualitative research : techniques and procedures for developing grounded theory
TL;DR: Theoretical Foundations and Practical Considerations for Getting Started and Techniques for Achieving Theoretical Integration are presented.
Journal Article
Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory
TL;DR: (PDF) Thematic Analysis in Qualitative research | Anindita (PDF) Qualitative Research ProcessBasics of QualitativeResearch | SAGE Publications IncQualitative Research Method Summary JMEST
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Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:
TL;DR: The authors examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, and explores the nature of belief structures as outlined by key researchers.
Book
Schoolteacher: A Sociological Study
TL;DR: A new printing of Lortie's classic, including a new preface bringing the author's observations up to date, has been published by as discussed by the authors, which is an essential view into the world and culture of a vitally important profession.
Book
Language, Power And Pedagogy: Bilingual Children in the Crossfire
TL;DR: This paper revisited research, theory and policy in bilingual education - evaluating the credibility of empirical data challenging the discourse of disempowerment through critical dialogue transformative pedagogy, and the nature of language proficiency: language proficiency in academic contexts.