Pre‐Service Teacher Attitudes Toward English Language Learners
Year: 2016
Type: article
Study design: Observational Study
Abstract: Enrollment of English language learners (ELLs) in United States schools has increased more rapidly than general enrollment, resulting in an urgent need for teachers to be prepared and to meet the needs of ELLs in their classrooms. This study examined the language learning beliefs and attitudes toward ELLs among 286 pre-service teachers in a large public university. Results show that pre-service teachers demonstrated neutral attitudes toward ELLs. Participants’ language learning beliefs exhibited four components: “difficulty of learning,” “ease of learning,” “motivation” and “traditional view” of language learning. Controlling for language learning status, pre–service teachers tended to demonstrate less supportive attitudes toward ELLs when they held traditional views of language learning and when they viewed language learning (in general and English in particular) as relatively easy or not difficult. These findings suggest preservice teachers need evidence-based coursework in language development and language learning processes to overcome potential misconceptions and biases regarding ELLs.
Institution: Texas A&M University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2311199155