What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study

Hansen‐Thomas, Holly; Cavagnetto, Andy

doi:10.1080/15235882.2010.502803

Cited by 30 publications

(28 citation statements)

References 19 publications

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“…Teachers with no experience in this area may develop representation problems on the needs of these students and the need to differentiate groups of learners (immigrants, refugees and bilingual), for which reason research in this topic is important to understand the lack of perception of teachers from any scientific area (Freeman, 1975;Karabenick & Noda;Reeves, 2006). Since the diversity of the teachers' scientific areas is found mainly in high school, we find studies that corroborate the problem of the ill-preparation of those teachers, which has serious implications for the development of L2 in minorities within the classroom (Hansen- Thomas & Cavagnetto, 2010;Rubinstein-Avila & Lee, 2014). Freeman (1975) confirms that prior knowledge of teachers is crucial in attitudes and practices within the classroom with non-native students because this prior knowledge encompasses predispositions and socio-cultural ideas.…”

Section: Eissn: 2357-1330 Selection and Peer-review Under Responsibilitsupporting

confidence: 60%

How teachers'perceptions affect the academic and language assessment of immigrant children

Figueiredo¹,

Martins²,

Silva³

et al. 2016

The European Proceedings of Social and Behavioural Sciences

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Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students. Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for non-native students. Research questions: Whether school teachers as having different teaching training and unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study: This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in teaching and adapting materials for immigrant students, divided into six groups according to their scientific domain. Assessment tools included a scale for judgement of four academic tasks adapted from the original "Inventory of Undergraduate and Graduate Level: Reading, Writing, Speaking and Listening Tasks (Rosenfeld, Leung & Ottman, 2001). Main Findings: 1) different degrees of importance attributed by teachers on tasks that should be included in academic and language test for immigrant students; 2) perceptions of teachers are determined by predictors in this order: scientific domain, experience with multicultural classes and lower prediction from teaching service and age; 3) different results between american and portuguese samples answering the same questionnaire.

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Section: Eissn: 2357-1330 Selection and Peer-review Under Responsibilitsupporting

confidence: 60%

How teachers'perceptions affect the academic and language assessment of immigrant children

Figueiredo¹,

Martins²,

Silva³

et al. 2016

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…The National Center for Education Statistics (NCES, 2011) noted that almost half of the students in the United States are non-White, yet the majority of teachers are White and come from middle or upper-class backgrounds. Teachers overwhelmingly report they do not feel prepared with the knowledge or experience to effectively address the learning needs of students from socially, culturally, and linguistically diverse backgrounds (e.g., Gandara, Maxwell-Jolly, & Drisoll, 2005;Hansen-Thomas & Cavagnetto, 2010;Rubinstein-Avila & Johnson, 2008). The challenge then becomes increasing the knowledge and cultural responsiveness of educators in order to implement curriculum and instruction that meets the specific needs of diverse learners.…”

Section: Resultsmentioning

confidence: 99%

“…Research documents that when learners of all ages and backgrounds interact with realworld information to make connections and raise critical questions, they are motivated to inquire and learn about important topics and social issues (Comber, 2013;Hansen-Thomas & Cavagnetto, 2010;McIntyre & Hulan, 2013;Medina, 2010;Narkon & Wells, 2013). Inquiry based learning showed up across all three fields as a recommended practice; however, this was the area where the least 13 amount of evidence was found.…”

Section: Inquirymentioning

confidence: 99%

“…Collaborative learning and group discussions are often recommended simultaneously (Apthorp, 2006;Comber, 2013;Cowden, 2012;Dorr, 2006;Hansen-Thomas & Cavagnetto, 2010;Menzies, Mahdavi, & Lewis, 2008;Roberts et al 2008). Students struggling to read and comprehend due to learning disabilities or due to their limited English proficiency benefit from working with knowledgeable others, learning specific strategies for new vocabulary, comprehension, and fluency.…”

Section: Collaborationmentioning

confidence: 99%

“…Recommended practices include collaborative reading 9 strategies (CSR) (Kim et al, 2006), literature circles (Medina, 2010), reciprocal teaching (Hansfield & Jiménez, 2009), peer-tutoring, book discussions, learning together through inquiry and questioning (Hansen-Thomas & Cavagnetto, 2010;Ivey & Broaddus, 2007;Mahdavi & Tensfeldt, 2013), and peer assisted learning strategies (PALS) (Mahdavi & Tensfeldt, 2013). Dialogue that centers on texts, ideas, and issues provides classroom opportunities for learners to experience others' thoughts, which allows for deliberation and critical reflection about their own and others' perspectives.…”

Section: Dialoguementioning

confidence: 99%

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Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

Piazza

Rao

Protacio

2015

IJME

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This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students' cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.

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“I Would Purposely Try to Keep them Separated”: Language Ideologies, Language Policy, and Beliefs about Emergent Bilinguals in Career and Technical Education

Emerick

Goldberg

2022

TESOL Quarterly

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In the policy context of college and career readiness, career and technical education (CTE) is growing in popularity, especially for students who are underserved in academic high school programs. While CTE has shown promise for some students, very little research exists on its potential for emergent bilingual students (EBs). Thus, building on research of deficit perceptions of EBs and language ideologies (LIs), this study examines how LIs and deficit perspectives are reproduced in CTE contexts across Pennsylvania. Using a sequential mixed‐methods design, we found that, while CTE educators held generally positive attitudes toward EBs, they were influenced by monoglossic language ideology and standard language ideology. These LIs, along with other institutional factors, led educators to implement restrictive language policies within their classrooms. These implications serve to inform how, with a lack of clear language policy within CTE programs, teachers relied on their personal beliefs and reproduced deficit ideologies in the creation of classroom‐level policies.

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What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study

Cited by 30 publications

References 19 publications

How teachers'perceptions affect the academic and language assessment of immigrant children

How teachers'perceptions affect the academic and language assessment of immigrant children

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

“I Would Purposely Try to Keep them Separated”: Language Ideologies, Language Policy, and Beliefs about Emergent Bilinguals in Career and Technical Education

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