Secondary Teacher Attitudes Toward Including English-Language Learners In Mainstream Classrooms

Reeves, J. (2006).  Secondary Teacher Attitudes Toward Including English-Language Learners In Mainstream Classrooms.  The Journal of Educational Research, 99(3), 131-143.  Retrieved October 30, 2014, from JSTOR Journals.

This article focuses on teacher attitudes towards including English Learners in the mainstream classroom, modifying materials for ELLs, and professional development in the area of teaching English Learners.

The research suggested that teachers experience anxiety about ELLs in the classroom because it may increase their workload, they may not have enough time to serve the students well, and that teachers may feel inadequately qualified to teach these students,  The literature review also demonstrated that many teachers either don't know how, don't have time, or aren't willing to make accommodations necessary to facilitate appropriate tasks in the classroom.  Over 70% of teachers felt they "did not have enough time to deal with the needs of ESL students" (136).  This finding is huge in that it displays how overwhelmed teachers feel.  The preliminary study implied that teachers weren't interested in gaining more knowledge (in a small study), as the felt they were already able to teach all types of students.

When asked if teachers would welcome English Learners into their classroom, 72% agreed and 24% disagreed, while only 64% of teachers felt that including ELLs into the classroom was beneficial and created a positive atmosphere and 23% disagreed.  At the same time, a significant number of teachers reported that they did not necessarily feel that including ELLs was in the best interest of all students.  
In terms of modifications, a majority of teachers did not want students to perceive "unfair" treatment (if an ELL had a modified assignment).  It was also found that teachers did not want to decrease rigor, but know that the language is a problem. This could indicate that teachers simply do not know how to modify assignments correctly.  A majority of teachers felt unprepared or unqualified to work with ELLs (80%), but about half of these teachers were not interested in receiving more training.

When it comes to teachers' understanding of language acquisition, 39% thought that students should discontinue native-language use while in school, and 71% felt that students should be able to acquire English within 2 years in the U.S.  Both of these ideas are widely known as inaccurate, with much research behind the process of language acquisition

The most important findings of this study were that a discrepancy exists between teachers general attitudes toward ELL inclusion and specific aspects of teaching ELLs, teachers were concerned about equitability between students when modifications were made, teachers seemed ambivalent towards professional development, and teachers hold misperceptions on language development.

The study also found that with the combined lack of training and no extra planning time, teachers may experience feelings of inadequacy and even resentment when needing to work with beginners.

The article also notes that it appears teachers want to be positive and inclusive, but that their reality is not this simple.  Managing a mixed-ability and mixed-language classroom is difficult, and takes careful planning within the school and classroom.