A review of the literature on teachers’ beliefs about English language learners

Abstract

Over recent decades, many studies have suggested that teachers’ beliefs and attitudes are important predictors of their behaviors, classroom instructions, and practices, affecting the quality of education. This literature review addresses teachers’ attitudes toward English language learners (ELLs) and their academic abilities specifically. It addresses the research question, “what does the educational research say about teachers’ beliefs and attitudes toward ELLs?” Findings are based on 25 studies published between 1985 and 2015. They indicate teachers hold negative beliefs and attitudes, but intervention can change them. This review provides important information to teachers, teacher educators, curriculum planners, education policy makers, and school administrators about how to enhance teachers’ beliefs and attitudes to increase the quality of education and learning opportunities for ELLs.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 22 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.