Misconceptions About ELLs: Culturally Responsive Practices for General Education Teachers

Misconceptions About ELLs: Culturally Responsive Practices for General Education Teachers

Lara Christoun (Carthage College, USA) and Jun Wang (Carthage College, USA)
Copyright: © 2021 |Pages: 19
DOI: 10.4018/978-1-7998-9026-3.ch038
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Abstract

A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.
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Background

The current literature suggests that several misconceptions have already existed regarding the learning, behavioral, and social needs of ELLs in inclusive general education classrooms (Harper & de Jong, 2004; Weinstein, Tomlinson-Clarke, & Curran, 2004). It is important to address these misnomers because ELLs continue to face the double challenge of learning academic content as well as language with the additional accountability of increasingly rigorous standardized testing (Shorts & Fitzsimmons, 2007). Therefore, school communities must consider the cultural perspectives and misconceptions of effective instructional strategies for ELLs.

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