Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review

Stephanie H Wright,Fernanda Vargas,Tonya Huber

doi:10.22158/elsr.v1n1p101

Abstract

Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.

Highlights

As English teachers in Texas, the first two authors daily see the need for more educators to be better prepared for the growing English Language Learner (ELL) population
“A recent survey that looked at teachers’ perspectives toward inclusion of ELLs in regular classes found that lack of time and professional inadequacy were two important notions that affected them in their work” (Hansen-Thomas et al, 2014, p. 311)
This unpreparedness stems from multi-faceted areas: first, teachers are not English as a second language (ESL) certified and this causes overcrowding for the teachers that are certified and finding ESL certified teachers is difficult; second, teachers that are certified are not being properly trained across all grade levels; and lastly, teacher perceptions and beliefs of ELLs’ capabilities to learn diminish classroom instruction

Summary

Introduction

As English teachers in Texas, the first two authors daily see the need for more educators to be better prepared for the growing English Language Learner (ELL) population. Educators need to be well suited for the ELL trends in education that are constantly accelerating. There has been an increase of enrolled ELLs in border states, but across the United States as a whole. Several authors open their research by highlighting the growing ELL population. “In the United States, rising numbers of students are currently classified as English language learners” “It is well known that English language learners (ELLs) are a significantly growing population in U.S schools in all regions of the country (National Center for Educational Statistics, 2017)” “It is well known that English language learners (ELLs) are a significantly growing population in U.S schools in all regions of the country (National Center for Educational Statistics, 2017)” (Andrei et al, 2018, p. 1)

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Conclusion