Abstract
The purpose of this study was to explore the factors influencing the beliefs
middle school mathematics teachers have about English Language Learners
(ELLs) in mainstream classrooms. One hundred forty-nine middle school
mathematics teachers from 11 school systems in Georgia completed the “Middle
School Mathematics Teachers’ Beliefs about English Language Learners
Questionnaire.” Teachers who had received training felt significantly more
prepared to teach ELLs and to help them understand class materials than did
teachers who had not received training. In addition, females believed significantly
more than males that teachers should modify assignments for ELLs. Teachers
need more training in ELL pedagogy to successfully meet the needs of the ELLs
they are likely to encounter.
Introduction
middle school mathematics teachers have about English Language Learners
(ELLs) in mainstream classrooms. One hundred forty-nine middle school
mathematics teachers from 11 school systems in Georgia completed the “Middle
School Mathematics Teachers’ Beliefs about English Language Learners
Questionnaire.” Teachers who had received training felt significantly more
prepared to teach ELLs and to help them understand class materials than did
teachers who had not received training. In addition, females believed significantly
more than males that teachers should modify assignments for ELLs. Teachers
need more training in ELL pedagogy to successfully meet the needs of the ELLs
they are likely to encounter.
Introduction
| Original language | English (US) |
|---|---|
| Number of pages | 7 |
| Journal | Issues in the Undergraduate Mathematics Preparation of School Teachers |
| Volume | 5 |
| State | Published - Dec 2011 |