Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature

Pettit, Stacie K.

doi:10.1080/19313152.2011.594357

Cited by 181 publications

(146 citation statements)

References 42 publications

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“…Because language and culture are inseparable (Vygotsky, 1978), it is not surprising that, in the United States as well as many other countries in the world, ELs are currently the fastest growing population among the school-age group (Pettie, 2011). In fact, the number of ELLs has nearly doubled to about 5.5 million over the past 15 years and, by 2025, nearly one in every four public school students will be an EL in the US (National Clearinghouse for English Language Acquisition [NCELA], 2007;Winke, 2011).…”

Section: Demographic Reality and Significance Of The Studymentioning

confidence: 99%

Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

Shim¹,

Shur²

2017

ELT

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Situated within Activity Theory, this study investigates and compares ELLs' perspectives on their own learning and their teachers' perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers' perspectives on their students' learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students' perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students' perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

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Section: Demographic Reality and Significance Of The Studymentioning

confidence: 99%

Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

Shim¹,

Shur²

2017

ELT

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“…A literature review of mainstream teachers' beliefs about multilingual learners shows that teachers' beliefs are tightly connected to their practice, and that factors including training, years of experience, and experience with language diversity all play a role in teachers' beliefs (Pettit, 2011). Although inservice teachers expressed awareness of the need to draw on students' cultural background when teaching, most fail to differentiate (Rizzuto, 2017).…”

Section: Beliefs About Teaching English Learnersmentioning

confidence: 99%

Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class

Warren

2018

IJME

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This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers' constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers' online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students' needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.

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“…On the other hand, in the groups within the Portuguese sample, teachers with less experience (the younger ones) do not differ from the more experienced ones when determining the reading tasks, which may denote less capacity to differentiate assessment and teaching tasks in general. Also, on the power of the variables referred to in Question 2 of this study, other authors value the analysis of the experience with multicultural groups (Flores & Smith, 2009;Lee & Oxelson, 2006;Pettit, 2011) and other factors, such as length of service and training for L2 teaching, (Flores & Smith, 2009) for professionals to develop positive attitudes towards L2 education and the maintenance of Mother Tongue students as something important for the L2 development process (Bialystok, 2002;Cummins, 1980;Hinkel, 2012;Lee & Oxelson).…”

Section: Eissn: 2357-1330 Selection and Peer-review Under Responsibilitmentioning

confidence: 99%

How teachers'perceptions affect the academic and language assessment of immigrant children

Figueiredo¹,

Martins²,

Silva³

et al. 2016

The European Proceedings of Social and Behavioural Sciences

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Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students. Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for non-native students. Research questions: Whether school teachers as having different teaching training and unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study: This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in teaching and adapting materials for immigrant students, divided into six groups according to their scientific domain. Assessment tools included a scale for judgement of four academic tasks adapted from the original "Inventory of Undergraduate and Graduate Level: Reading, Writing, Speaking and Listening Tasks (Rosenfeld, Leung & Ottman, 2001). Main Findings: 1) different degrees of importance attributed by teachers on tasks that should be included in academic and language test for immigrant students; 2) perceptions of teachers are determined by predictors in this order: scientific domain, experience with multicultural classes and lower prediction from teaching service and age; 3) different results between american and portuguese samples answering the same questionnaire.

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Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature

Cited by 181 publications

References 42 publications

Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class

How teachers'perceptions affect the academic and language assessment of immigrant children

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