Structural Constraints and Language-Blindness Ideology Impeding the Efforts of Mainstream Teachers of English Learners

• In Event: Teachers' Beliefs and Ideologies About Supporting Marginalized Learners

Abstract

As English Learners (ELs) become more prevalent in U.S. classrooms, the need to prepare classroom teachers to educate this diverse group of students becomes a priority. Teaching ELs requires a set of skills above and beyond those necessary to teach English-proficient students. Yet, presently, most mainstream classroom teachers are unprepared to teach ELs effectively. Using a qualitative multicase methodology, the current study features the experiences of three mainstream teachers of ELs at a NYC elementary school. The findings reveal that despite teachers’ welcoming attitudes towards English learners, mainstream teachers face structural challenges that prevent them from providing effective instruction for ELs. Furthermore, mainstream teachers fail to recognize ELs as a unique group of students with specific needs and strengths.

Author

• Jane C Ragno, New York City Department of Education