(Un)covering the Ideal: Investigating Exemplary Language Arts Teachers' Beliefs and Instruction of English Language Learners

Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices

“…Patterns of teacher involvement in developing social relationships in high/increasing integration classrooms revealed that teachers used many different ways of getting to know students, including but not limited to those already identified in the literature on linguistically diverse classrooms (Michael et al, 2007; Pass & Mantero, 2009) as well as some only identified in ESL classrooms (Harklau, 1994; Yoon, 2010). Teachers in high/increasing integration classrooms demonstrated a somewhat wider range of these practices than those in low/decreasing integration classrooms, where instead we found instances of teacher rejection of student requests and bids for participation, in conjunction with uses of humor in the context of reprimanding, which might have further disconnected these students from the classroom cultural context (Duff, 2002).…”

“…Although Harklau (1994) and Yoon (2010) found such practices to be more likely to happen in ESL classrooms, other researchers have documented effective practices by secondary teachers in classrooms serving both EL- and non-EL-classified students as well. Pass and Mantero (2009) found, for example, that even a practice as commonplace as greeting students by name helped students feel more supported in linguistically diverse classrooms with non-ELs. In addition, students classified as ELs have been found to develop positive relationships with their teachers and report feeling academically supported when teachers actively engaged with students’ out-of-class lives and grew to know their families (Michael, Andrade, & Bartlett, 2007).…”

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

“…They reported that even teachers from the same cultural and linguistic background are capable of holding deficit ideologies toward multilingual students, likely due to generational shifts that make teachers perceive of students as less like them. Five studies provide direct evidence for the complex relationship between teacher beliefs and practice (Bacon, 2018; Gleeson & Davison, 2016; Huerta, 2011; Pass & Mantero, 2009; Pease-Alvarez et al, 2010). Pass and Mantero (2009), for example, found a disconnect between teachers’ stated beliefs and their actual classroom practices with multilingual students.…”

Breaking silence: The voices of Syrian refugee children in the Canadian classroom

“…Oikonomidoy (2007) further argued resettlement success and school performance is improved when the student learns the language of the host county. Additional factors, which influence refugees' success in school, include transitional plans, peer mentoring, and classroom discussion through visuals and multi-model technology (Cassity & Gow, 2006;Pass & Mantero, 2009).…”