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

Authors

Jenelle Reeves, University of Nebraska-LincolnFollow

Document Type

Article

Date of this Version

1-2006

Citation

Journal of Educational Research 99:3 (January-February 2006), pp. 131-142.

Comments

Copyright 2006, Taylor & Francis. Used by permission.

Abstract

Researchers have given limited attention to teacher attitudes toward inclusion of English-language learners (ELLs) in mainstream classrooms. The author explored four categories within secondary teacher attitudes toward ELL inclusion: (a) ELL inclusion, (b) coursework modification for ELLS, (c) professional development for working with ELLs, and (d) perceptions of language and language learning. Findings from a survey of 279 subject-area high school teachers indicate a neutral to slightly positive attitude toward ELL inclusion, a somewhat positive attitude toward coursework modification, a neutral attitude toward professional development for working with ELLs, and educator misconceptions regarding how second languages are learned.