Change in Teacher Beliefs About English Language Learners in Mainstream Classes

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Abstract

This paper investigates the effectiveness of a state-mandated course, designed to prepare content-area teachers to support English Language Learners (ELLs), in constructing positive beliefs about the inclusion of ELLs in PK-12 instructional settings. The course included five domains of language and language acquisition, culture, instructional methods, assessment, and professionalism. Questionnaire data were collected from 88 pre-service teachers who had not taken the mandated course and 100 pre-service teachers (n=188) who had completed the course. Data were analyzed using several MANOVA models. Results suggested numerous significant differences in beliefs between the experimental and the control group regarding instructional support for ELLs in mainstream classes as well differences in beliefs regarding who is responsible for ELLs’ academic achievement and language development.

Authors

• Laura J. Mahalingappa, Duquesne University

• Nihat Polat, Duquesne University