Predictors of Mainstream Teachers' Attitudes toward ESL Students

Youngs, Cheryl Stanosheck; Youngs, George A.

doi:10.2307/3587861

Cited by 167 publications

(162 citation statements)

References 33 publications

(83 reference statements)

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“…A speculation as to why teachers may have less closeness and conflict with their ELL student group is the lack of cross cultural relationships in the classroom. The relationships are essential for a positive learning environment (Miller & Endo, 2004, Pawan, 2008; but, are difficult to forge against substantial linguistic and conceptual differences as well as cultural barriers extant between teachers and students (Dardjowidjojo, 2001;Gibbons, 2003;Youngs & Youngs, 2001). Another speculation for the existence of such differences in relationships could be the focus on academics due to the availability of the NC Pre-K programs in North Carolina.…”

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

confidence: 99%

“…Teachers often are misinformed about the native cultures of English language learners and expect less of students using nonstandard English, which can also elicit a self-fulfilling prophecy. For example, the silent period, as described by Krashen (1992), is often misinterpreted by teachers as an unwillingness to participate; yet, this period plays a crucial role in language acquisition and cultural adaptation (Ernst-Slavit et al, 2002;Youngs & Youngs, 2001). The silent period is characterized by active listening in order to process the language that is being heard and applying it to the context in which it is being used.…”

Section: Ineffective Interaction Strategiesmentioning

confidence: 99%

“…Unfortunately, the attitudes that teachers exhibit toward ELLs are likely to affect what students learn and how students respond to the challenge of learning a second language; therefore, questions of mainstream teachers' abilities to effectively instruct these students still remain (Clair, 1995;de Jong & Harper, 2005;Youngs & Youngs, 2001). …”

Section: Teachers Interacting With Ell Studentsmentioning

confidence: 99%

“…However, mainstream teachers may find it difficult to create a truly welcoming environment for ELLs in their classroom as there are substantial linguistic and conceptual differences between teachers and students when the same language, assumptions, or life experiences are not common to both groups (Gibbons, 2003;Youngs & Youngs, 2001). The extant language barrier between students and teachers creates a detriment to the process of forming healthy relationships within the classroom.…”

Section: Teachers Fostering Relationships With Ell Studentsmentioning

confidence: 99%

“…With mounting, and often novel, challenges, mainstream teachers are likely to represent wide variations of enthusiasm and readiness to incorporate ELL students into their classrooms (Youngs & Youngs, 2001); and, can readily identify pros and cons associated with teaching this population. Teachers often are misinformed about the native cultures of English language learners and expect less of students using nonstandard English, which can also elicit a self-fulfilling prophecy.…”

Section: Ineffective Interaction Strategiesmentioning

confidence: 99%

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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-ellsmentioning

confidence: 99%

Section: Ineffective Interaction Strategiesmentioning

confidence: 99%

Section: Teachers Interacting With Ell Studentsmentioning

confidence: 99%

Section: Teachers Fostering Relationships With Ell Studentsmentioning

confidence: 99%

Section: Ineffective Interaction Strategiesmentioning

confidence: 99%

See 3 more Smart Citations

Interactions and relationships between kindergarten teachers and English language learners

Sullivan

2014

Early Child Development and Care

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Teacher Talk and Teacher Attitude

Simeonova‐Pissarro

2018

The TESOL Encyclopedia of English Language Teaching

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The unprecedented linguistic, cultural, and religious diversity of English as a second language (ESL), English as a foreign language (EFL), migrant, and refugee students can be a challenge for language educators worldwide. This complexity necessitates that both language and content‐area teachers take mandatory graduate coursework in TESOL, or attend professional development workshops to acquire specific strategies to work with the increasing number of English language learners (ELLs), develop pedagogical mastery of teacher talk (TT), and establish positive and constructive attitudes toward working with ELLs in K‐12, intensive English programs, and university ESL and EFL classroom contexts.

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Advancing the Quality and Equity of Education for Latino Students: A White Paper

Young

Lakin

Courtney

et al. 2012

ETS Research Report Series

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This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century.Key words: Latino students; Hispanic students; academic achievement; educational transitions; student demographics ii Executive SummaryToday, the state of education for Latino students in the United States is at a crisis point.The loss of human and social capital that results from the underachievement of Latino students is a significant barrier for our country in meeting the demand for an educated and talented workforce to compete globally in the 21st century. On an individual level, when Latino students are not provided with the same opportunity to receive a world-class education as other students, they are denied the chance to fully realize their potential as students, workers, and citizens. The present conditions of education for Latino students will not improve unless concerted efforts are made to effect change from educators, politicians, policy makers, researchers, and parents. ETS, as the world's leading assessment organization, should play a central role in advancing the quality and equity of education for Latino students in the United States through our work in assessment, research, and outreach. This goal is the very embodiment of our corporate mission to advance quality and equity in education for all people worldwide.As a step toward meeting this goal, this white paper was commissioned by ETS. It was written to provide an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. The paper is organized chronologically to reflect the typical educational timeline for students in the United States. We focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a fouryear college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter.To preview the ideas and topics in the white paper, we highlight three key findings on the current status of education for Latino students in Am...

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Predictors of Mainstream Teachers' Attitudes toward ESL Students

Cited by 167 publications

References 33 publications

Interactions and relationships between kindergarten teachers and English language learners

Interactions and relationships between kindergarten teachers and English language learners

Teacher Talk and Teacher Attitude

Advancing the Quality and Equity of Education for Latino Students: A White Paper

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