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Teachers Attitudes Towards English Language Learners In Rural Schools Implementing Sheltered English And English As A Second Language Compared To Teachers Attitudes In Schools With No Clearly Defined Model Of Language Services
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Book Synopsis Teachers' Attitudes Towards English Language Learners in Rural Schools Implementing Sheltered English and English as a Second Language Compared to Teachers' Attitudes in Schools with No Clearly Defined Model of Language Services by : Mary R. Smith
Download or read book Teachers' Attitudes Towards English Language Learners in Rural Schools Implementing Sheltered English and English as a Second Language Compared to Teachers' Attitudes in Schools with No Clearly Defined Model of Language Services written by Mary R. Smith and published by . This book was released on 2010 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Download or read book Resources in Education written by and published by . This book was released on 1996-04 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
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.
Download or read book English as a Second Language written by and published by . This book was released on 2010 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher attitudes towards and resistance to the implementation of the SIOP model in their classrooms at Thomas Harrison Middle School, Skyline Middle School, and Harrisonburg High School. Caused by the passing of the No Child Left Behind Act of 2001 which has required school administrators make changes in the curricula and implement a variety of teaching methods to meet student needs and help them to succeed in school. This paper reviews how language, signs, and symbols affect and influence how a person learns and acquires new knowledge. This study is analyzed through the lens of the changing demographic environment, the curriculum change, teacher attitudes toward curriculum change, teacher resistance to change, and Sheltered Instruction Observation Protocol (SIOP) model implementation. The central finding of this study reveals that time is one of the biggest barriers to implementation of the SIOP model.
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 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.
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Encyclopedia of Bilingual Education by : Josue M. Gonzalez
Download or read book Encyclopedia of Bilingual Education written by Josue M. Gonzalez and published by SAGE. This book was released on 2008-06-05 with total page 1057 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book is arranged alphabetically from Academic English to Zelasko, Nancy.
Book Synopsis Implementing Standards with English Language Learners by :
Download or read book Implementing Standards with English Language Learners written by and published by . This book was released on 1998 with total page 44 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).].
Book Synopsis Mainstreamed English Language Instruction in a Low-incidence Rural School District by : Margaret René Watring Yoesel
Download or read book Mainstreamed English Language Instruction in a Low-incidence Rural School District written by Margaret René Watring Yoesel and published by . This book was released on 2010 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel & Herwantoro, 2005; Cartledge, Gardner, & Ford, 2009; DeVillar, Faltis, & Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando & McLaren, 2000; Sadowski, 2004; Sleeter & Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill & Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 ESL Through Content-area Instruction by : Jo Ann Crandall
Download or read book ESL Through Content-area Instruction written by Jo Ann Crandall and published by Center for Applied Linguistics. This book was released on 1987 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Social Studies to English Language Learners by : Bárbara C. Cruz
Download or read book Teaching Social Studies to English Language Learners written by Bárbara C. Cruz and published by Routledge. This book was released on 2013-03-12 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom. The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. An annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: • An updated and streamlined Part 1 provides an essential overview of ELL theory in a social studies specific-context. • "Teaching Tips" offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of ELLs. • Additional practical examples and new pedagogical elements in Part 3 include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points. • New material that takes into account the demands of the Common Core State Standards, as well as updates to the web and print resources in Part 4.
