Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms

By Jenelle R. Reeves. 2006

429 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b949f72295bfe2335829b6cd09dd4270f2d822b8

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Citations in the corpus

Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature (2011, methodology): “On the other hand, the teachers who were more opposed to professional development taught in districts with varying percentages of ELLs (Gandara et al., 2005; Reeves, 2006; Walker et al., 2004).”
Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity (2009, background): “Other studies show that teachers' negative attitudinal beliefs about ELLs affect their scholastic achievement ( Katz, 1999 ; Payne, 1994 ; den Brok, Levy, Brekelmans, & Wubbels, 2005 ; Reeves, 2006 ) and extends to their comportment or classroom behavior ( Zimmerman, Khoury, Vega, Gil, & Warheit,”
From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida (2011, background): “Reeves (2006 ) also concluded that mainstream teachers are more likely to provide additional time than to make specific curricular modifications for ELL students in their classes.”
I do not feel I am properly trained to help them! Rural teachers’ perceptions of challenges and needs with English-language learners (2016, background): “Based on the literature available, it can be concluded that an increasing population of ELLs calls for extensive research about teachers’ attitudes towards ELLs and the problems they face and for solutions to overcome those problems by enhancing PD (Reeves 2006).”
English language teacher expertise: the elephant in the room (2009, background): “In turn, their mainstream teacher colleagues face the challenge of integrating content and language instruction, a role they embrace with varying degrees of skill and enthusiasm ( Arkoudis 2005 , 2006; Reeves 2006 ).”
How Prepared are the U. S. Preservice Teachers to Teach English Language Learners (2010, background): “Unfortunately, teachers, especially in secondary education, are largely untrained to work with ELL students or may assume that ELL students are the responsibility of the English as a Second Language teacher (Reeves, 2006).”
The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention (2011, background): “Other studies (National Center for Educational Statistics, 2002; Reeves, 2006) have found that practicing teachers feel inadequately prepared to teach ELLs.”