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Factors influencing middle school methematics teachers' beliefs about ELLs in mainstream classroomThe purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the “Middle School Mathematics Teachers’ Beliefs about English Language Learners Questionnaire.” Teachers who had received training felt significantly more prepared to teach ELLs and to help them understand class materials than did teachers who had not received training. In addition, females believed significantly more than males that teachers should modify assignments for ELLs. Teachers need more training in ELL pedagogy to successfully meet the needs of the ELLs they are likely to encounter.
Middle School Mathematics Techers' Beliefs About ELLs in Mainstream ClassroomsThe purpose of this study was to explore the beliefs middle school mathematics teachers have about ELLs, to identify the strategies used to help ELLs, and to explore the support teachers need to teach ELLs. A questionnaire was completed by 106 middle school mathematics teachers from 11 school systems in Georgia.
Teachers an students' beliefs about ELLs in mainstream mathematics classroomsThe purpose of this study was to explore the beliefs middle school mathematics teachers have about ELLs, to identify the strategies used to help ELLs, to explore the support teachers need to teach ELLs, and understand some of the experiences of ELLs in mainstream mathematics classrooms. In addition to student and teacher interviews, 106 middle school mathematics teachers from 11 school systems completed a questionnaire. The qualitative portion of the data is presented here.
Teachers' beliefs about English Language Learners in Mainstream Classrooms: A Review of the LiteratureThis 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.