Teachers' beliefs about English Language Learners in Mainstream Classrooms: A Review of the Literature

Abstract

This literature review on teachers’ beliefs about English Language Learners (ELLs) in mainstream classrooms is organized into three sections: (1) inservice teachers’ existing beliefs, (2) predictors of inservice teachers’ beliefs, and (3) the connection between inservice teachers’ beliefs and practice. This body of literature points to a clear need for increased professional development for mainstream teachers because currently, teacher education possesses a “poverty of language learning.” According to the research included in this review, a relationship exists between beliefs and practice in relation to teaching ELLs in mainstream classrooms. Certain factors, such as training in teaching ELLs, years teaching experience, and exposure to language diversity, have been identified as predictors of mainstream teachers’ beliefs about English to Speakers of Other Languages (ESOL) students. It is important for teachers who hold deficit beliefs toward ELLs to adopt a new set of beliefs for successful inclusion of ELLs.