Teachers’ Beliefs About Rigor of Curriculum for English Language Learners

Murphy, Audrey Figueroa; Torff, Bruce

doi:10.1080/00131725.2018.1505991

Cited by 14 publications

(10 citation statements)

References 21 publications

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“…Further, the present teachers recognised that it could be difficult to include some SLLs in classroom talks because they were very quiet. This may be in line with research showing that teachers might be afraid of making SLLs uncomfortable or embarrassing them (Harklau, 1999), which again could lead to low expectations and less rigorous teaching (de Araujo, 2017;Murphy & Torff, 2019). This may also be reflected in the teachers' adaptations.…”

Section: Research Question 1: What Characterises the Teachers' Underssupporting

confidence: 73%

“…According to the literature reviews by Pettit (2011) and Khong and Saito (2014), teachers seem to have low expectations of SLLs. Hence they may conclude, for example, that SLLs should receive less rigorous teaching without any critical-thinking activities (de Araujo, 2017;Murphy & Torff, 2019), and that they need to be exposed to simplified language to avoid the risk that they will fail to understand (Rangnes & Gourvennec, 2018;Harper & De Jong, 2004;Khong & Saito, 2014). Such ideas may be reflected in the reporting by Harklau (1999) of teachers who were afraid of embarrassing SLLs.…”

Section: Teachers' Understanding Of How To Teach Sllsmentioning

confidence: 99%

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Facilitating second-language learners' access to expository texts: teachers’ understanding of the challenges involved

Rangnes¹

2019

L1 Educational Studies in Language and Literature

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Many second-language learners (SLLs) struggle with comprehending texts in their second language. However, teachers have reported feeling incompetent when it comes to teaching SLLs. The purpose of this study was to investigate teachers' understanding of the challenges involved in facilitating SLLs' access to expository texts. Data were collected through interviews with nine teachers of 10-12-year-olds. The findings show that the teachers understood text challenges to be found at the word and text levels. Further, the teachers recognised SLLs' need for text-comprehension support, which they seemed to understand mainly as providing explanations for words and texts. However, they questioned the effectiveness of their adapted teaching. The findings suggest that the teachers' understanding of the issue may unintentionally restrict SLLs' academic-language development and their opportunities to learn from texts. Hence there may be a need for a change in the teachers' understanding of what it means to give access to texts in order to empower SLLs for future participation in society.

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Section: Research Question 1: What Characterises the Teachers' Underssupporting

confidence: 73%

Section: Teachers' Understanding Of How To Teach Sllsmentioning

confidence: 99%

Facilitating second-language learners' access to expository texts: teachers’ understanding of the challenges involved

Rangnes¹

2019

L1 Educational Studies in Language and Literature

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“…Recent studies have mostly focused on a specific aspect of teachers' beliefs and its effect in ELT teaching, including creativity, aptitude, efficacy, curriculum, culture diversity, pedagogy, and teacher-child interactions (e.g., Bereczki & Kárpáti, 2018;Civitillo et al, 2018;Heyder & Brunner, 2018;Hu et al, 2017;Murphy & Torff, 2018;Sanchez et al, 2018;Thompson & Woodman, 2018). For example, Bereczki and Kárpáti (2018), in a recent review, reported that the successful implementation of creativity in education is largely dependent on teachers' own beliefs about creativity, a topic that has been investigated extensively in the past 25 years.…”

Section: Teacher Beliefs and Practices In Eltmentioning

confidence: 99%

“…The research of language teachers' beliefs, that is, what teachers believe, think, and know, has been a trending topic since the 1990s (e.g., Murphy & Torff, 2018;Turnbull, 2018;Yang, 2019). Teachers' beliefs play a central role in teachers' decisions, judgments, and behaviors in their teaching process, influencing various aspects of teaching, including pedagogical decision making; what approaches, techniques, and classroom activities are adopted; and how learners should be chosen and evaluated (Birello, 2012;Borg, 2001Borg, , 2003Borg, , 2006Ertmer, 2005;Pajares, 1992).…”

Section: Introductionmentioning

confidence: 99%

Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

et al. 2021

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This article aims to study the dynamic change of teachers’ beliefs among pre-service teachers. A longitudinal design was adopted to investigate English language teaching (ELT) pre-service teachers’ belief change after a 3-month teaching practicum by administering pretest and posttest questionnaires, semistructured interviews, and reflective journals. Repeated measures and paired sample t-test analyses showed significant differences across different aspects of beliefs in all the participants, but belief changes were significant after the practicum only within the experimental group, particularly in the aspects of student management, teaching evaluation, and student learning. In contrast, belief changes were not significant within the control group. Further inductive content analyses of semistructured interviews and reflective journals from the experimental group confirmed these changes and conclusively revealed some potential factors contributing to the changes. The results shed light on how pre-service teachers evolve in their career development and help educators adjust appropriate education policies to improve the quality of English teacher education, particularly in the Chinese context.

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“…Participants in our study included 205 elementary teachers from two schools in a large and diverse city in the northeastern United States (Murphy & Torff, 2019). These schools have large enrollments of Spanish-speaking ELs and many veteran teachers experienced in working with these students.…”

Section: Teachers’ Beliefs and The El Achievement Gapmentioning

confidence: 99%

Teachers’ beliefs about English learners: Adding linguistic support to enhance academic rigor

Torff¹,

Murphy²

2020

Phi Delta Kappan

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A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Research by Bruce Torff and Audrey Figueroa Murphy shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. They suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.

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Teachers’ Beliefs About Rigor of Curriculum for English Language Learners

Cited by 14 publications

References 21 publications

Facilitating second-language learners' access to expository texts: teachers’ understanding of the challenges involved

Facilitating second-language learners' access to expository texts: teachers’ understanding of the challenges involved

Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

Teachers’ beliefs about English learners: Adding linguistic support to enhance academic rigor

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