Professional Development Implications of Teachers' Beliefs and Attitudes Toward English Language Learners

Abstract

Research-based professional development is essential for districts and teachers across the nation that face the challenge of providing a quality education for increasingly diverse student populations. In this study, the researchers surveyed 729 teachers in one midwestern suburban district recently impacted by high numbers of immigrant and refugee English language learners (ELLs) about the teachers' beliefs, attitudes, practices, and needs related to ELLs. Results focused on: (a) overall trends and typical responses and (b) differences between teachers with more positive attitudes versus those with less positive attitudes toward having ELLs in their classes. In general, teachers held positive attitudes toward ELLs, bilingual education, and bilingualism; however, there was considerable variability, with sizeable proportions of teachers holding less supportive beliefs, attitudes, and practices. Teachers more accepting of ELLs in their classes were more likely to believe that an ELL's first language proficiency promotes school performance and does not impede learning a second language; bilingualism and bilingual education are beneficial; ELLs should be tested in their first language; lack of fluency in the second language does not imply lack of comprehension; and ELLs do not consume additional teacher time or district resources. Results also showed that teachers with more favorable attitudes toward ELLs tended to take a mastery versus a performance (or competitive) approach to instruction, and had a higher self-efficacy for teaching ELLs. Based on the results of this study, the authors discuss implications for professional development.