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Secondary Teachers Attitudes And Perceptions Of The Inclusion Of Esl Students In Mainstream Classes
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Book Synopsis Secondary Teachers' Attitudes and Perceptions of the Inclusion of ESL Students in Mainstream Classes by :
Download or read book Secondary Teachers' Attitudes and Perceptions of the Inclusion of ESL Students in Mainstream Classes written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' attitudes toward the modification of coursework suggested teachers' belief in equalizing coursework standards for all students regardless of English proficiency. Finally, survey participants perceived the inclusion of ELLs in mainstream classes to be a multicultural learning experience for English proficient students. Data from the qualitative inquiry, however, portrayed ELLs as marginal members of mainstream classrooms who rarely interacted with English proficient peers or teachers. Implications of teachers' attitudes and perceptions of ESL inclusion and recommendations for further research conclude the study.
Book Synopsis Rural Content Area Teachers' Attitudes and Perceptions of Non-native English Speakers in Secondary Classrooms by : Nicole Clara Louise Hedrick
Download or read book Rural Content Area Teachers' Attitudes and Perceptions of Non-native English Speakers in Secondary Classrooms written by Nicole Clara Louise Hedrick and published by . This book was released on 2011 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to find content teachers' attitudes and perceptions toward the inclusion of ELLs in their classrooms. This study was instigated by the researcher's concern about misperceptions content teachers hold toward ELLs, and even greater concern about negative attitudes the researcher felt were derived from content teachers' misperceptions about ELLs. Data were gathered in a secondary school district in the rural Midwest, qualitative data were also gathered from follow-up interviews with consenting participants. Findings revealed that participants held many misperceptions, and both positive and negative attitudes about ELLs. Participants demonstrated an openness toward continuing education regarding ELLs. Further research around content teacher education in ESL methods, second language acquisition, and cultural efficacy is recommended.
Book Synopsis A Study of London Secondary School Teachers Attitudes and Perceptions Towards the Inclusion of Students with English as an Additional Language (EAL) in Mainstream Classrooms and Adequacy of EAL Training by : Seetal Miesuria
Download or read book A Study of London Secondary School Teachers Attitudes and Perceptions Towards the Inclusion of Students with English as an Additional Language (EAL) in Mainstream Classrooms and Adequacy of EAL Training written by Seetal Miesuria and published by . This book was released on 2012 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Elementary Teachers' Perceptions and Attitudes Toward the Inclusion of English Language Learners in Mainstream Classrooms by : Niyah E. Griffin
Download or read book Elementary Teachers' Perceptions and Attitudes Toward the Inclusion of English Language Learners in Mainstream Classrooms written by Niyah E. Griffin and published by . This book was released on 2014 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to examine elementary teachers' perceptions and attitudes toward the "inclusion" of ELLs in mainstreamed classrooms. Other purposes of the study examined (1) the teachers' perceptions and attitudes toward ELL language acquisition, (2) class modifications, (3) the ELL time constraints, (4) professional training and support, and (5) the overall educational environment resulting from ELL inclusion. This study utilized an "Integrative Research Design." Both quantitative and qualitative inquiries were employed. The quantitative aspect was descriptive. The survey instrument in this study was developed by Dr. Jenelle Reeves from the University of Nebraska. Open-ended questions were used to serve two purposes in this research: (1) to allow participants to expand or clarify their responses in the survey and (2) to identify any attitudes and perceptions the survey did not address (Reeves, 2002). The population for this research consisted of 14 elementary schools within the Rutherford County School district in Middle Tennessee. There were 437 participants (elementary classroom teachers) in the research study. The researcher used the SAS Statistical software (SAS(TM), SAS Institute, Inc., Cary, NC, USA) for all data analysis. Descriptive statistics was used to analyze the survey responses for the normality of distributions. If the data was normally distributed, parametric statistics were used to test the null hypotheses. For null hypotheses 1-6, t tests were used to reveal whether or not mainstreamed teachers had positive attitudes toward ELL students. Additionally, the General Linear Model procedure was used to perform the MANOVA test. The MANOVA test is the Multivariate Analysis of Variance, and it allowed comparison of multiple dependent variables (Mallery, 2006). Elementary mainstreamed teachers had positive attitudes toward class modifications, time constraints, educational environment, general attitudes, and training and support but had negative attitudes about having adequate ELL training. Also, elementary mainstreamed teachers had negative attitudes toward second language acquisition. Finally, the research showed that new teachers were more positive about all of the variables than experienced teachers, and females were more positive than males.
Book Synopsis High School Social Studies Teachers' Attitudes Towards the Inclusion of ELL Students in Mainstream Classes by : Jason L. O'Brien
Download or read book High School Social Studies Teachers' Attitudes Towards the Inclusion of ELL Students in Mainstream Classes written by Jason L. O'Brien and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to examine the attitudes of high school social studies teachers who had English Language Learners (ELL) mainstreamed in their social studies classes. In the school district in which the study took place, approximately 70% (n=240) of the high school social studies teachers had ELL students in their classrooms. For the quantitative portion of the survey, 344 surveys were given to each social studies department chairperson in the county to be completed by all the teachers who currently had ELL students in their social studies classroom. For the qualitative portion of the study, eight high school social studies teachers were interviewed as to their attitudes towards mainstreaming ELL students. Both the survey and interview instruments were developed by Reeves (2002) when she measured teacher attitudes towards mainstreaming ELL students. While a majority of teachers appreciated the cultural diversity which ELL students brought to the classroom, more than three-fourths of the teachers reported that they would prefer ELL students not being in their social studies classrooms until they have reached a minimum level of English proficiency. While a broad spectrum of attitudes were reported towards support teachers received, many survey and interview participants did not feel that the training offered in university coursework or from the school district was particularly beneficial in preparing them to teach ELL students. A clear majority of teachers reported time for both planning and instructional delivery as major obstacles when ELL students are mainstreamed in content area classes. Finally, a majority of teachers (66%) supported making English the official language in the United States. Recommendations for future research and for future policy makers were reported in the final section of the study.
Book Synopsis Mississippi Mainstream Teachers' Attitudes and Perceptions Toward English Language Learner Inclusion by : Susan Morris-Rutledge
Download or read book Mississippi Mainstream Teachers' Attitudes and Perceptions Toward English Language Learner Inclusion written by Susan Morris-Rutledge and published by . This book was released on 2009 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to explore mainstream Mississippi K-12 classroom teachers' attitudes toward enrolled English Language Learning students. Four research questions and five hypotheses guided this study. The findings of this study were based on a sample of Mississippi K-12 teachers within one district. This study's participants indicated a welcoming attitude toward ELL students; however, they believed that ELL students should attain a minimum amount of English proficiency before entering the mainstream classroom. The study's participants' generally believed that ELL students should be able to acquire English within two years of enrolling in a U.S. school, tended to assume that immersion in an English-rich environment was ideal for English acquisition, and 92% of the participants strongly agreed or agreed that English should be the official language of the United States. The majority of this study's participants also indicated a tolerance for giving ELL students more time to complete coursework and the desire for training in working with ELL students. In terms of support, participants in this study tended to perceive insufficient/limited support from ELL teachers.
Book Synopsis Elementary and Secondary Teachers' Attitudes Towards the Education of English Language Learners in the Mainstream Classroom in Rural Schools by : Adam N. Sempek
Download or read book Elementary and Secondary Teachers' Attitudes Towards the Education of English Language Learners in the Mainstream Classroom in Rural Schools written by Adam N. Sempek and published by . This book was released on 2014 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Intercultural Responsiveness in the Second Language Learning Classroom by : Jones, Kathryn
Download or read book Intercultural Responsiveness in the Second Language Learning Classroom written by Jones, Kathryn and published by IGI Global. This book was released on 2016-12-28 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: The population of English language learners has substantially grown over the years. As such, it is increasingly important to properly educate culturally diverse students in such a manner that promotes inclusion and global acceptance. Intercultural Responsiveness in the Second Language Learning Classroom is an essential reference source for the latest research on the importance of multicultural professional development for the progression of educating a diverse student population. Featuring expansive coverage across a broad range of topics such as cultural bias, self-identity, and language programs, this publication is ideally designed for academicians, researchers, and students seeking current research on methods to solve the cultural incongruence between student and teacher.
Book Synopsis English Language Learners in Linguistically Diverse Classrooms by : Lisa M. Cancelliere
Download or read book English Language Learners in Linguistically Diverse Classrooms written by Lisa M. Cancelliere and published by . This book was released on 2008 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the attitudes of mainstream elementary teachers toward the inclusion of English language learners (ELLs). The classroom practices of these teachers, their perceptions of second language acquisition, and their attitudes toward professional development were also examined. Twenty-nine classroom teachers from two urban elementary schools in southeastern Pennsylvania participated in the study. Data were gathered through the use of a self-reporting survey and a focus group. Analysis of the data revealed that teachers evidenced positive attitudes regarding ELLs in the mainstream classroom, yet felt unprepared in meeting their needs. This study also revealed teachers' misconceptions regarding second language acquisition and the needs of ELLs in general. While teachers were found to engage in some teaching practices that support ELLs, there was little evidence of planning with these learners in mind. Most of the teachers in this study were interested in professional development that would improve their effectiveness in working with English language learners.
Book Synopsis Mainstream Teacher Attitudes Toward English Language Learners by : Cristina Gonzalez Dekutoski
Download or read book Mainstream Teacher Attitudes Toward English Language Learners written by Cristina Gonzalez Dekutoski and published by . This book was released on 2013 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to collect and analyze data from practicing mainstream K-12 teachers currently enrolled in graduate courses at a large, urban, Midwest university regarding four categories of their attitudes toward English language learners: (a) inclusion of ELLs, (b) the second language acquisition process/language and language learning, (c) modification of coursework, and (d) ESL professional development. Though studies on teacher attitudes toward ELLs remain sparse, research on this topic is important for two reasons. First, as the rigor of grade level curriculum increases (i.e. high school graduation requirements, state MEAP testing, NCLB) understanding complexities of ELLs and background knowledge of the language acquisition process can be beneficial for educators, parents, and students in educational reform efforts of ELLs, whose academic performance currently substantially lags behind their native English speaking peers. Second, an examination of teacher attitudes toward English language learners might provide support for the importance of requiring coursework in the areas of language acquisition and methodology for all preservice teachers at institutions that offer teacher preparation programs. At the time of this study, the National Council for Accreditation of Teacher Education (NCATE) did not require this type of coursework. Three statistically significant findings emerged from this research study regarding teacher attitudes toward English Language Learners: (a) past coursework in ESL positively impacts teachers' attitudes toward ELLs; (b) professional development was positively associated with past coursework in ESL; (c) an association was found between teacher's attitudes toward professional development and the number of graduate and undergraduate credit hours that deal specifically with language minority students. These findings confirmed the value for teachers to take courses in ESL, and also suggested the need for state policy makers to consider requiring coursework in ESL for preservice teachers. As the influx of ELLs continues to impact public schools throughout the nation, school systems and educators must be appropriately prepared.
Book Synopsis A Survey of Regular Education Teachers' Attitudes and Perceptions about English Language Learners by : Katherine A. Ross
Download or read book A Survey of Regular Education Teachers' Attitudes and Perceptions about English Language Learners written by Katherine A. Ross and published by . This book was released on 2012 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to analyze attitudes and beliefs of regular education teachers who teach English Language Learner students in their classrooms. The research includes findings that answer 2 specific questions: "Do regular education teachers have any previous knowledge on how best to work with ELLs in their classrooms?" and "What about second language acquisition do teachers understand?" The research was conducted using an anonymous survey distributed two times during a one day sheltered instruction workshop."--[from the abstract].
Book Synopsis Undergraduates in a Second Language by : Ilona Leki
Download or read book Undergraduates in a Second Language written by Ilona Leki and published by Routledge. This book was released on 2017-09-25 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are L2 writing courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes? Drawing on data from a 5-year longitudinal study of four university students for whom English was not their strongest/primary language, it captures their literacy experiences throughout their undergraduate careers. The intensive case studies answer some questions and raise others about these students’ academic development as it entwined with their social experiences and identity formation and with the ideological context of studying at a US university in the 1990s.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mainstreaming the Marginalized by : Cheryl Stanosheck Youngs
Download or read book Mainstreaming the Marginalized written by Cheryl Stanosheck Youngs and published by . This book was released on 1999 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Management Association, Information Resources Publisher :IGI Global ISBN 13 :1522589104 Total Pages :469 pages Book Rating :4.5/5 (225 download)
Book Synopsis Immigration and Refugee Policy: Breakthroughs in Research and Practice by : Management Association, Information Resources
Download or read book Immigration and Refugee Policy: Breakthroughs in Research and Practice written by Management Association, Information Resources and published by IGI Global. This book was released on 2019-06-07 with total page 469 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unstable social climates are causing the displacement of large numbers of people around the world. Thus, the issue of safe replacement arises, causing the need for examining and improving the policies and strategies regarding immigration and helping these individuals integrate into new societies. Immigration and Refugee Policy: Breakthroughs in Research and Practice is an authoritative resource for the latest research on the challenges, risks, and policies of current relocation and refugee flows and security problems, in relation to these aspects of immigration. Additionally, techniques for assimilating immigrants into important foundations of society, such as educational programs and healthcare systems, is examined. Highlighting a range of pertinent topics such as civil protection, humanitarian aid, and the refugee resettlement process, this publication is an ideal reference source for policymakers, managers, academicians, practitioners, and graduate-level students interested in current immigrant and refugee policies.
Book Synopsis Journal of Social Studies Research by :
Download or read book Journal of Social Studies Research written by and published by . This book was released on 2011 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Native and Nonnative English-Speaking English as a Second Language Teachers by : Lucie M. Moussu
Download or read book Native and Nonnative English-Speaking English as a Second Language Teachers written by Lucie M. Moussu and published by . This book was released on 2006 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of learners of English as an international means of communication increases hand in hand with the number of nonnative English-speaking teachers (NNESTs) of English as a Second Language (ESL) and the number of Native English-Speaking ESL teachers (NESTs). At the same time, scholars (Kamhi-Stein, 1999; Liu, 1999; Llurda, 2005) have estimated non-native English speakers to account for 40% to 70% of the North-American student teacher population. However, few studies investigated the working conditions of NESTs and NNESTs at Intensive English Programs (IEP) and the different factors that affect their successes and challenges. This research project thus investigates 1040 ESL students' attitudes towards NESTs and NNESTs, the variables (students' first languages, gender, class subject, level, and expected grade, as well as teachers' native languages) that influenced students' responses, and the effects of time on students' attitudes, with questionnaires completed both at the beginning and at the end of the fall 2005 semester. Online questionnaires also solicited 18 NNESTs and 78 NESTs' self-perceptions about proficiency and teaching skills, as well as 21 IEP administrators' beliefs about, and experiences with NNESTs and NESTs. Results showed that overall, students' attitudes were more positive towards NESTs than towards NNESTs, although students taught by NNESTs held a significantly more positive attitude towards NNESTs in general than students taught by NESTs. Positive attitude towards NESTs and NNESTs increased significantly with time and exposure. Results also showed that students and teachers' first languages, among others, strongly influenced students' responses. Additionally, NNESTs were not necessarily seen as grammar experts but could be esteemed Listening/Speaking teachers. Teachers' responses revealed NNESTs' lack of confidence in their linguistic and teaching skills but also their beliefs that NNESTs' language learning experiences was an asset for ESL students. Finally, administrators also recognized NNESTs' strengths as well as their poor self-confidence. While they did not use nativeness as hiring criteria, they emphasized the importance of linguistics preparation and international awareness, as well as teaching experience. The following are appended: (1) Project Flowchart; (2) First Pilot Student Questionnaire; (3) Second Pilot Student Questionnaire; (4) Student Questionnaire; (5) Teacher Questionnaire; (6) Administrator Questionnaire; (7) Directions for Distribution; (8) Individual School Data; (9) Attitudes at the Beginning of the Semester (Means); (10) Attitudes at the Beginning of the Semester (Frequencies); (11) Responses by Variables; (12) Description of Gingko's Levels of Proficiency; (13) Attitudes at the End of the Semester (Means); (14) Attitudes at the End of the Semester (Frequencies); (15) T-Tests; and (16) New TESOL Resolution on Discrimination. (Contains 48 figures, 12 footnotes, and 343 tables.) [Ph.D. Thesis, Purdue University. This project was funded by the International Foundation for English Language Education (TIRF).].
