Teachers’ Beliefs About Rigor of Curriculum for English Language Learners

Audrey Figueroa Murphy · Bruce Torff

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Survey research tested the hypothesis that teachers support less rigorous curriculum for English language learners (ELLs) than for general-education (GE) students. Participating teachers worked in urban schools with large populations of ELLs. Teachers rated descriptions of instructional activities that differed in demand for critical thinking (CT), a proxy for rigor of curriculum. Teachers favored less rigorous curriculum for ELL students, especially concerning high-CT activities. Such beliefs likely contribute to achievement gaps between ELLs and GE students.

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References

2001Handbook of Research on Teaching 2003Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?2002Racial and Ethnic Achievement Gap Trends: Reversing the Progress Toward Equity?2005Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?.2000An Examination of the Construct of Critical Reflection: Implications for Teacher Education Programming in the 21st Century 2005Multicultural Education 2006Secondary Teacher Attitudes Toward Including English-Language Learners in Mainstream Classrooms 2004Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research

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