Teachers' attitudes towards English language learners in rural schools implementing sheltered English and English as a Second Language compared to teachers' attitudes in schools with no clearly defined model of language services

Mary R. Smith

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

Abstract

The need for accurate information about teachers' attitudes towards ELL student services in low incidence districts is essential. The purpose of this posttest-only comparative efficacy study was to determine elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes on the Survey of Teachers in Rural, Low Incidence ELL School Districts (Reeves, 2006) about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher supports towards English Language Learners in rural low incidence schools with a dual program model of Sheltered English and English as a Second Language compared to elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher support towards English Language Learners in schools with no clearly defined model of language services. Null hypothesis were not rejected for teachers' reported attitudes about general beliefs (F(3, 108) = 1.29, p = .28), impact of inclusion, (F(3, 108) = 0.42, p = .74), and teacher supports (F(3, 108) = 1.18, p = .32). However, the null hypothesis was rejected for teachers' reported attitudes about practices (F(3, 108) = 4.82, p = .003). Overall, secondary teachers in schools with no clearly defined model of language services reported resistance to providing service to language diverse students appropriate to second language acquisition provided the greatest source of teachers' reported attitudes about practices post hoc contrast compared to elementary teachers in schools with a dual program model of Sheltered English and English as a Second Language and elementary teachers in rural schools with no clearly defined model of language services. Implications for professional development are discussed.

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References

1983Principles and Practice in Second Language Acquisition 1989Second Language Acquisition and Second Language Learning 2000Language, Power And Pedagogy: Bilingual Children in the Crossfire 1984The Natural Approach: Language Acquisition in the Classroom 1994The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach 2006Educating English Language Learners 2018What Teachers Need to Know About Language 1980The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue

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