ESL: The Regular Classroom Teacher's Perspective

Penfield, Joyce

doi:10.2307/3586353

Cited by 62 publications

(52 citation statements)

References 16 publications

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“…Contrary to previous findings that depicted teachers' beliefs of sight word mastery and phonics to be the responsibility solely of the ESL teacher (De Jong & Harper, 2005;Penfield, 1987), teachers are beginning to share this responsibility in the mainstream classroom as well. This brings about the question is collaboration actually occurring, or are mainstream teachers required to take on this responsibility due to the presence or absence of an ESL teacher at the school?…”

Section: Differences In Teacher Interactions With Ells and Non-ellscontrasting

confidence: 46%

Interactions and relationships between kindergarten teachers and English language learners

Sullivan

2014

Early Child Development and Care

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Kindergarten-Grade 12 sector. With this influx of students who may need specialized attention, it is essential for educators and teacher education programs alike to focus on preparation for serving such a population. While research depicts a lack of training, it also elicits an assumed responsibility to successfully educate these students. The aims of this study are to: 1) examine relationships between native-English speaking kindergarten teachers and ELL and Non-ELL children within their own classroom and 2) examine if native-English speaking kindergarten teachers differ in their interactions with ELL and Non-ELL children within their own classrooms. Through theoretical application of Vygotsky's Sociocultural Theory and Bronfrenbrenner's Ecological Systems theory, classrooms in Eastern North Carolina were surveyed, using a demographics survey and the Student Teacher Relationship Scale (STRS), and observed, using the Emerging Academics Snapshot, EAS, to determine the process quality of each classroom and the relationships that teachers maintain with their ELL students. Analysis found that differences in teachers' relationships with ELL and Non-ELL students did exist; however, parameters of interaction were not significantly different. The implications of this study for the field of education and suggestions for future research are also highlighted. Clair, 1995). This number is on a steady incline as some researchers project that 40% of the school age population will be ELLs by the year 2030 (DelliCarpini, 2008) and by 2050, traditional minority groups will no longer be considered minorities (Downer et al., 2012). This rapid growth of ELL presence in the school system demands attention among mainstream educators and teacher education programs alike (Batt, 2008). INTERACTIONS AND RELATIONSHIPS BETWEEN KINDERGARTEN TEACHERS AND ENGLISH LANGUAGE LEARNERS CHAPTER 2: LITERATURE REVIEW"Educating ESL students is complex, it challenges social, political, and pedagogical assumptions, it is context specific and dilemma ridden" (Clair, 1995, p. 193). Over 41% of public school teachers are now responsible for instructing ELLs (Pawan, 2008). Yet, educators with the knowledge and skills required to work with ELL students are in limited supply (Batt, 2008); and, a resounding notion in current literature is that teachers do not feel adequately prepared to work with ELL students (Clair, 1995;Curtin, 2005a;Pawan, 2008;Teale, 2009;Vacca-Rizopoulos & Nicoletti, 2008). In 2005, de Jong and Harper conducted a study that supported these results; however, revealed that only 12.3% of these teachers had received more than eight hours of professional development geared toward instructing ELL students. The preparation that instructors receive for teaching these classrooms leaves much to be desired in terms of training and confidence; yet, it is assumed to be adequate enough to sustain. With the proliferation of the ELL population in United States schools, these issues cannot be ignored.There is a wealth of information in current literatur...

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Section: Differences In Teacher Interactions With Ells and Non-ellscontrasting

confidence: 46%

Interactions and relationships between kindergarten teachers and English language learners

Sullivan

2014

Early Child Development and Care

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“…Attitudes and practices as well as past experience influence the way teachers cater for the needs of CALD students in the classroom and whether they regard catering for this group of students in a positive or negative light (Harper & de Jong, 2004;Penfield, 1987;Youngs & Youngs, 2001). Youngs and Youngs' (2001) study of 143 junior high/middle school mainstream teachers found that those teachers who had completed a foreign language or multicultural education course, or who had ESL training, experience in another country, or who had previously worked with ESL students and different genders held a more positive attitude towards educating and catering for CALD students compared with those teachers who lacked the above experiences.…”

Section: The Role Of Pre-service Teacher Educationmentioning

confidence: 99%

Preparing Pre-service Teachers for Multicultural Classrooms

Premier

Miller

2010

AJTE

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“…Unfortunately, few mainstream teachers have been prepared to address the linguistic challenges and other differences present in diverse classrooms (Clair, 1995;Constantino, 1994;Harklau, 1994;Penfield, 1987;Platt & Troudi, 1997;Stratham, 1995;Young, 1996). For example, Gollnick (1992) found that many pre-service teachers were unprepared to adequately teach culturally and linguistically diverse school populations.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

Teachers’ Perceptions of the Present and Optimum Status of the In-Service EFL Teacher Preparation Programs

Birjandi¹,

Hesari²

2010

ELT

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The present study sought the different perceptions of Iranian EFL instructors and teachers on the present and optimum status of in-service programs. A 26-item questionnaire completed by 90 participants, thirty of whom were instructors and the rest were teachers, revealed that instructors and teachers had different conceptions about these in-service programs. In the light of the results gained from questionnaire and interview, it is suggested that although most teachers were satisfied with these programs, they lacked adequate motivation to participate in these programs. Moreover, most instructors were not also satisfied with the present in-service programs, and they were looking for reforms in the educational plans and programs. The findings also suggest that, on the one hand, instructors should provide teachers with appropriate motives to enthusiastically take part in these classes, and they should feel responsible to address teachers' weaknesses and strengths both theoretically and practically. On the other hand, teachers should seize theses opportunities with both hands to ameliorate and refresh their English knowledge. Therefore, it is suggested instructors and teachers should reconcile as far as methodological and pedagogical implications are concerned.

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ESL: The Regular Classroom Teacher's Perspective

Cited by 62 publications

References 16 publications

Interactions and relationships between kindergarten teachers and English language learners

Interactions and relationships between kindergarten teachers and English language learners

Preparing Pre-service Teachers for Multicultural Classrooms

Teachers’ Perceptions of the Present and Optimum Status of the In-Service EFL Teacher Preparation Programs

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