Teachers' beliefs about English Language Learners in Mainstream Classrooms: A Review of the Literature

Hdl Handle:
http://hdl.handle.net/10675.2/319927
Title:
Teachers' beliefs about English Language Learners in Mainstream Classrooms: A Review of the Literature
Authors:
Pettit, Stacie
Abstract:
This literature review on teachers’ beliefs about English Language Learners (ELLs) in mainstream classrooms is organized into three sections: (1) inservice teachers’ existing beliefs, (2) predictors of inservice teachers’ beliefs, and (3) the connection between inservice teachers’ beliefs and practice. 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 relationship exists between beliefs and practice in relation to teaching ELLs in mainstream classrooms. Certain factors, such as training in teaching ELLs, years teaching experience, and exposure to language diversity, have been identified as predictors of mainstream teachers’ beliefs about English to Speakers of Other Languages (ESOL) students. It is important for teachers who hold deficit beliefs toward ELLs to adopt a new set of beliefs for successful inclusion of ELLs.
Affiliation:
Department of Teacher Education
Citation:
Pettit, S. (2011). Teachers’ beliefs about English Language Learners in mainstream classrooms: A Review of the literature. International Multilingual Research Journal, 5(2), 123-147.
Issue Date:
2011
URI:
http://hdl.handle.net/10675.2/319927
Type:
Article
Language:
en
Appears in Collections:
Department of Teacher Education: Faculty Research and Presentations

Full metadata record

DC FieldValue Language
dc.contributor.authorPettit, Stacieen
dc.date.accessioned2014-06-06T00:22:30Z-
dc.date.available2014-06-06T00:22:30Z-
dc.date.issued2011-
dc.identifier.citationPettit, S. (2011). Teachers’ beliefs about English Language Learners in mainstream classrooms: A Review of the literature. International Multilingual Research Journal, 5(2), 123-147.en
dc.identifier.urihttp://hdl.handle.net/10675.2/319927-
dc.description.abstractThis literature review on teachers’ beliefs about English Language Learners (ELLs) in mainstream classrooms is organized into three sections: (1) inservice teachers’ existing beliefs, (2) predictors of inservice teachers’ beliefs, and (3) the connection between inservice teachers’ beliefs and practice. 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 relationship exists between beliefs and practice in relation to teaching ELLs in mainstream classrooms. Certain factors, such as training in teaching ELLs, years teaching experience, and exposure to language diversity, have been identified as predictors of mainstream teachers’ beliefs about English to Speakers of Other Languages (ESOL) students. It is important for teachers who hold deficit beliefs toward ELLs to adopt a new set of beliefs for successful inclusion of ELLs.en
dc.language.isoenen
dc.subjectESOLen
dc.subjectEnglish Language Learnersen
dc.subjectteacher beliefsen
dc.subjectLiterature Reviewen
dc.subjectPoverty of Language Learningen
dc.titleTeachers' beliefs about English Language Learners in Mainstream Classrooms: A Review of the Literatureen
dc.typeArticleen
dc.contributor.departmentDepartment of Teacher Educationen
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