How Mainstream Teacher Attitudes Affect English Language Learner Student Learning In The Mainstream Classroom

Hamline University

DigitalCommons@Hamline

School of Education Student Capstone Projects School of Education

Fall 2017

How Mainstream Teacher Attitudes Affect English

Language Learner Student Learning In The

Mainstream Classroom

Lauren Barbara Lippert

Hamline University

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Recommended Citation

Lippert, Lauren Barbara, "How Mainstream Teacher Attitudes Affect English Language Learner Student Learning In The Mainstream Classroom" (2017).School of Education Student Capstone Projects. 119.

How_​​Mainstream_​​Teacher_​​Attitudes_​​Affect_​​English_​​Language_​​Learner_​​Student_​​Learning_​​in_​​the Mainstream_​​Classroom

by

Lauren_​​Barbara_​​Lippert

A_​​capstone_​​submitted_​​in_​​partial_​​fulfilment_​​of_​​the_​​requirements_​​for_​​the_​​degree_​​of_​​the_​​Master_​​of Arts_​​in_​​English_​as_{​ ​​}a_​​Second_​​Language

Hamline_​​University Saint_​​Paul,_​​Minnesota

December_​​2017

Primary_​​Advisor:_​​Patty_​​Born_​​Selly Peer_​​Reader:_​​Sarah_​​Huseby

This_​​work_​​is_​​dedicated_​​with_​​love_​​to_​​my_​​husband,_​​Ryan._​​Thank_​​you_​​for_​​your_​​unwavering_​​support and_​​encouragement.

And_​​also,_​​dedicated_​​with_​​love_​​to_​​my_​​parents,_​​Dan_​​and_​​Kim_​​Lippert_​​for_​teaching_{​ ​​}me_​​the_​​value_​​of education_​​and_​​lifelong_​​learning.

Copyright_​​by

LAUREN_​​BARBARA_​​LIPPERT,_​​2017 All_​​Rights_​​Reserved

TABLE_​​OF_​​CONTENTS

CHAPTER_​​ONE:_​​Introduction 6

Educational_​​Equality 7

Background_​​and_​​Role_​​of_​​Researcher 8

Guiding_​​Questions 10

Summary 10

CHAPTER_​​TWO:_​​Literature_​​Review 12

Correlation_​​between_​​Mainstream_​​Teacher_​​Attitudes_​​and_​​Student_​​Learning_{​​​​​​}13

Variables_​​that_​​Affect_​​Mainstream_​​Teacher_​​Attitudes 16

Attitudes_​​Towards_​​ELL_​​Inclusion_​​in_​​the_​​Mainstream_​​Classroom 16 Attitudes_​​Towards_​​ELL_​​Training_​​for_​​Mainstream_​​Teachers 18 Attitudes_​​Towards_​​Modifications_​​for_​​ELL_​​Students_​​in_​​the

​​Mainstream_​​Classroom 20

Attitudes_​​Towards_​​Language_​​Backgrounds 22

What_​​Mainstream_​​Teachers_​​Need_​​to_​​Know_​​about_​​Teaching_​​ELLs 23 Understanding_​​Second_​​Language_​Learning_{​ ​​}in_​​the_​​Mainstream

Classroom 24

Second_​​Language_​​Learning_​Strategies_{​ ​​}in_​​the_​​Mainstream

Classroom 26

Considerations_​​for_​​Mainstream_​​Teachers 30

Summary_​​and_​​Preview_​​of_​​Chapter_​​Three 34

CHAPTER_​​THREE:_​​Project_​​Description 36

CHAPTER_​​FOUR:_​​Reflection_​​and_​​Conclusion 41

REFERENCES 47

BIBLIOGRAPHY 51

FURTHER_​​RESOURCES 53

APPENDIX_​​A 54

CHAPTER_​​ONE Introduction

English_​​Language_​​Learners_​​are_​​a_​growing,_{​ ​​}heterogenous_​​population_​​that_​​represented_​​9.4 percent,_​​or_​​an_​​estimated_​​4.6_​​million_​​students,_​​in_​​our_​​nation’s_​public-school_{​ ​​}system,_​​during_​​the 2014-2015_​​school_​​year_​​(National_​​Center_​​for_​​Education_​​Statistics,_​​2017)._​​In_​rural_{​ ​​}areas_​​of_​​the U.S.,_​​English_​​Language_​​Learners_​​accounted_​​for_​​an_​​average_​​of_​​3.5_​percent_{​ ​​}of_​​the_​​public-school student_​​enrollment._​​In_​​Minnesota,_​​that_​​population_​​accounts_​​for_​​7.2_​​percent_​​of_​​public-school student_​​enrollment._​​Locally,_​​our_​​school_​​district_​​has_​​40_​​classroom_​​teachers_​in_{​ ​​}a_​​K-12_​​setting. English_​​Language_​​Learners_​​make_​​up_​​about_​​11_​percent,_{​ ​​}or_​​58_​​students,_​​of_​​our_​​entire_​​student population_​​of_​​about_​​550_​​students._​​Of_​​the_​​40_​licensed_{​ ​​}teachers,_​​three_​​teachers_​hold_{​ ​​}an_​​English_​​as_​​a Second_​​Language_​​(ESL)_​​license.

Some_​​teachers_​​perceive_​​English_​​Language_​Learners_{​ ​​}(ELLs)_​​or_​​minority_​​students_​​as inferior_​​to_​​the_​​majority,_​​and_​​therefore_​​needing_​​correction_​​(Sullivan,_​​2016)._​​Often_​​teachers

misinterpret_​​the_​​potential_​​advantages_​​when_​​a_​​student_​​is_​​able_​​to_​​use_​​their_​​first_​​language_​​to_​​navigate their_​​second_​​language_​​(Kibler,_​​2010)._​​Mainstream_​​classroom_​​teachers_​​need_​​professional

development_​​regarding_​​best_​​practices,_​​useful_​​classroom_​​strategies,_​​and_​​information_​​about language_​​backgrounds_​​to_​​avoid_​​misinterpreting_​​linguistic_​or_{​ ​​}academic_​​needs_​so_{​ ​​}that_​​they_​​can provide_​​all_​​students_​​an_​​equitable_​​education._​These_{​ ​​}tools_​​could_​facilitate_{​ ​​}learning_​​and_​​improve teacher_​​attitudes_​​towards_​​English_​​Language_​​Learners.

In_​​this_​​Capstone,_​​I_​​am_​​studying_​teacher_{​ ​​}attitudes_​​towards_​English_{​ ​​}Language_​​Learners_​​in the_​​mainstream_​​classroom_​​and_​​the_​​effects_​​on_​​student_​​learning._​​​​As_​​a_​​result_​​of_​the_{​ ​​}study,_​​I_​​want_​​to

create_​​professional_​​development_​​educating_​​teachers_​on_{​ ​​}best_​​practices_​​for_​​teaching_​​English Language_​​Learners_​​in_​​the_​​mainstream_​​classroom._​​Ultimately,_​​the_​​goal_​​of_​this_{​ ​​}training_​​is_​​to improve_​​student_​​learning_​​by_​​giving_​​teachers_​confidence_{​ ​​}in_​​teaching_​ELLs_{​ ​​}and_​​demonstrating_​​the value_​​of_​​positive_​​relationships_​​with_​​ELLs.

This_​​chapter_​​introduces_​​the_​​issues_​associated_{​ ​​}with_​​mainstream_​​teacher_​​attitudes_​​towards the_​​inclusion_​​of_​​ELLs_​​in_​​the_​​mainstream_​​classroom,_​​training_​​for_​​mainstream_​​teachers,

accommodations_​​for_​​ELLs,_​​and_​​language_​​backgrounds._​​In_​​addition,_​​this_​​chapter_​​discusses_​​several theories,_​​strategies_​​and_​​concepts_​​that_​​mainstream_​​teachers_​need_{​ ​​}to_​​know_​​as_​​it_​​will_​​likely_​​affect their_​​attitude_​​towards_​​teaching_​​ELL_​​students.

Educational_​​Equality

We_​​have_​​a_​​growing_​​English_​​Language_​Learner_{​ ​​}population_​​for_​whom_{​ ​​}educators_​​need_​​an advanced_​​understanding_​​of_​​linguistic_​​and_​​academic_​needs._{​ ​​}In_​​addition_​to_{​ ​​}our_​​moral_​​obligation, there_​​are_​​laws_​​in_​​place_​​that_​​require_​English_{​ ​​}Language_​​Learners_​​to_​​have_​​access_​​to_​​equitable educational_​​experiences._​​Several_​​cases_​​have_​​fought_​​to_​​define_​​what_​​constitutes_​​an_​​equitable education._​​In_​​reference_​​to_​​the_​​Supreme_​​Court_​​case,_​Lau_{​​ ​​}v._​​Nichols_​​​(1974),_​it_{​ ​​}can_​​be_​​argued_​​that we_​​may_​​be_​​preventing_​​our_​​English_​Language_{​ ​​}Learners_​​from_​meaningful_{​ ​​}learning_​​experiences_​​by merely_​​providing_​​our_​​ELLs_​​with_​​the_​​exact_​same_{​ ​​}materials,_​​teachers,_​​and_​​facilities_​​as_​​every_​​other student._​​Equality_​​of_​​treatment_​​does_​​not_​​equal_​​meaningful_​​education._​​Similarly,_​​the_​​Equal

Education_​​Opportunities_​​Act_​​of_​​1974_​​(EEOE)_​​mandates_​​that_​​schools_​​must_​​overcome_​​the

language_​​barriers_​​that_​​may_​​impede_​​student_​​learning_​​(Wright,_​​2010)._​​In_​addition_{​ ​​}to_​​the_​​materials we_​​provide_​​to_​​our_​​students,_​​we_​​must_​​also_​​give_​​them_​​the_​​means_​​to_​access_{​ ​​}learning._​​This_​​access_​​to learning_​​may_​​require_​​additional_​​training_​​for_​​classroom_​​teachers_​​in_​​order_​to_{​ ​​}understand_​​what_​​an

equitable_​​education_​​looks_​​like_​​for_​​English_​​Language_​​Learners._​​Significant_​​research_​​exists_​​that shows_​​the_​​connections_​​between_​​student_​​learning_​​and_​​teacher_​​attitudes_​​as_​well_{​ ​​}as_​​the_​​identification of_​​teacher_​​attitudes_​​towards_​​ELLs._​​The_​​literature_​​review_​​provided_​​in_​Chapter_{​ ​​}Two_​​will_​​highlight research_​​that_​​demonstrates_​​a_​​need_​​for_​​classroom_​​teachers_​​to_​​undergo_​​high-quality,_​​on-going professional_​​development_​​to_​​ensure_​​all_​​students_​have_{​ ​​}equal_​​and_​equitable_{​ ​​}access_​​to_​​learning.

The_​​following_​​are_​​common_​​acronyms_​​used_​​in_​​this_​​research_​​study:

ELL:_​​English_​​Language_​​Learner;_​​the_​​acronym_​​used_​in_{​ ​​}this_​​paper_​​regarding_​​any_​​student_​​who_​​is learning_​​English_​​in_​​the_​​mainstream_​​classroom

L1:_​​a_​​child’s_​​native_​​tongue;_​​the_​​first_​​language_​​they_​​acquire

LEP:_​​Limited_​​English_​​Proficiency;_​​a_​student’s_{​ ​​}English_​​is_​​not_​​yet_​​native-like

ESL:_​​English_​​as_​​a_​​Second_​​Language;_​​referred_​to_{​ ​​}as_​​the_​​specific_​​language_​​class_​​for_​​ELLs Mainstream_​​Classroom:_​​Any_​​K-12_​​classroom_​​inclusive_​​of_​​all_​​students,_​​including_​​ELL_​​and Special_​​Education_​​students

Background_​​and_​​Role_​​of_​​the_​​Researcher

I_​​began_​​my_​​teaching_​​career_​​in_​​2012_​​as_​a_{​ ​​}preschool_​​teacher_​​in_​a_{​ ​​}small,_​​rural,_​​and_​​diverse school_​​district_​​in_​​southern_​​Minnesota._​​A_​majority_{​ ​​}of_​​my_​class_{​ ​​}came_​​from_​​Spanish-speaking homes._​​The_​​Hispanic_​​culture_​​was_​​not_​​a_​​new_​​concept_​​to_​​me_​​as_​​I_​​grew_​​up_​​in_​​a_​​similar_​​setting._​​In that_​​district,_​​we_​​did_​​not_​​service_​​second_​​language_​​learners_​​until_​kindergarten._{​ ​​}Therefore,_​​none_​​of my_​​students_​​were_​​considered_​​ELLs._​​Regardless,_​​I_​​quickly_​​began_​​to_​see_{​ ​​}how_​​the_​​educational needs_​​of_​​my_​​second_​​language_​​learners_​​were_​quite_{​ ​​}different_​​than_​​those_​​of_​​my_​​native_​​English speakers._​​One_​​year_​​later,_​​I_​​began_​​working_​​as_​​an_​​ELL_​​teacher_​​in_​​a_​rural_{​ ​​}Minnesota_​​district_​​that_​​had

a_​​high_​​ELL_​​population._​At_{​ ​​}first,_​​I_​​worked_​​under_​​a_​​variance_​​while_​​obtaining_​​​​my_​​ESL_​​license._​​This particular_​​district_​​was_​​proactive_​​in_​​professional_​development_{​ ​​}for_​​all_​staff_{​ ​​}regarding_​​our_​​ELL population;_​​i.e.,_​​​​differences_​​in_​​culture,_​​educational_​​backgrounds,_​​and_​​best_​​practices_​​in_​​teaching ELLs._​​Administration,_​​specialists,_​​and_​​classroom_​​teachers_​​were_​​all_​​well-trained_​​in_​​working_​​with a_​​diverse_​​population._​​In_​​addition,_​​due_​​to_​the_{​ ​​}district’s_​​large_​​size,_​​there_​​were_​​many_​​resources available_​​to_​​teachers._​​The_​​ELL_​​department_​​chair_​​regularly_​​led_​​professional_​​development_​​trainings for_​​the_​​district._​​Overall,_​​there_​​were_​​requirements_​​for_​​modifications_​​in_​the_{​ ​​}classroom,_​​and_​​teachers were_​​trained_​​in_​​facilitating_​​those_​​modifications._​​The_​district_{​ ​​}held_​​teachers_​​to_​​a_​​high_​​standard_​​in regards_​​to_​​meeting_​​the_​​needs_​​of_​​all_​​students._​In_{​ ​​}turn,_​​teachers_​​held_​all_{​ ​​}students,_​​ELLs_​​included,_​​to a_​​high_​​standard_​​of_​​learning._​​While_​​working_​​in_​this_{​ ​​}district,_​​I_​​was_​under_{​ ​​}the_​​impression_​​that_​​all schools_​​held_​​teachers_​​and_​​students_​​to_​​those_​​same_​​high_​​standards.

In_​​2016,_​​I_​​left_​​the_​​district_​​for_​​a_​much_{​ ​​}smaller,_​​less_​​diverse_​district_{​ ​​}in_​​rural_​​Minnesota,_​​also my_​​alma_​​mater,_​​to_​​teach_​​in_​​the_​​mainstream_​classroom._{​ ​​}At_​​my_​​new_​district,_{​ ​​}I_​​soon_​​realized_​​that there_​​was_​​a_​​significant_​​need_​​for_​​more_​​professional_​​development_​​for_​​all_​​staff_​​in_​​order_​​to_​​better understand_​​our_​​ELL_​​population._​​In_​​the_​​new_​district,_{​ ​​}there_​​is_​​a_​​long-term_​​ELL_​​issue_​​where students_​​enter_​​ELL_​​in_​​kindergarten_​​and_​​fail_​​to_​​exit_​​before_​graduation,_{​ ​​}which_​​suggests_​​we

educators_​​need_​​to_​​develop_​​a_​​deeper_​​understanding_​​of_​​the_​​educational_​and_{​ ​​}cultural_​​backgrounds_​​of our_​​ELL_​​students._​​In_​​the_​​district,_​​there_​are_{​ ​​}several_​​concerns_​​surrounding_​​the_​​ELL_​​program._​​One of_​​the_​​primary_​​concerns_​​is_​​that_​​the_​​ELL_​classes_{​ ​​}are_​​currently_​​regarded_​as_{​ ​​}study_​​halls_​​for_​​ELL students_​​instead_​​of_​​language_​​focused_​​classrooms,_​where_{​ ​​}teachers_​​send_​worksheets_{​ ​​}with_​​their_​​ELL students_​​to_​​complete._​​In_​​addition,_​​there_​​are_​​no_​​expectations_​​from_​the_{​ ​​}administrative_​​team_​​that outline_​​what_​​teachers_​​should_​​adopt_​​as_​​appropriate_​​ELL_​​strategies_​​in_​the_{​ ​​}mainstream_​​classroom._​​In

addition,_​​walking_​​the_​​district's_​​halls_​​as_​​a_​​student_​and_{​ ​​}now_​​as_​​a_​teacher,_{​ ​​}I_​​have_​​witnessed_​​our graduating_​​classes_​​diminish_​​to_​​less_​​than_​​half_​​the_​​size_​​they_​​used_​​to_​​be._​​However,_​​the_​​ELL

population_​​continues_​​to_​​grow._​​As_​​a_​​result,_​​to_​​retain_​​the_​​small_​​population_​​we_​have_{​ ​​}left_​​as_​​well_​​as provide_​​the_​​most_​​equitable_​​services_​​possible,_​​it_​​is_​essential_{​ ​​}that_​​we_​​learn_​how_{​ ​​}to_​​provide_​​the_​​best learning_​​experiences_​​for_​​all_​​students._​​My_​​background_​​has_​​led_​​to_​my_{​ ​​}research_​​question_​​about studying_​​teacher_​​attitudes_​​towards_​​English_​​Language_​​Learners_​​in_​​the_​​mainstream_​​classroom_​​and the_​​effects_​​on_​​student_​​learning.

Guiding_​​Questions

Do_​​mainstream_​​teacher_​​attitudes_​​towards_​​English_​​Language_​​Learners_​​affect_​​student learning_​​and_​​how?_​​The_​​project_​​following_​​this_​​research_​​will_​​address_​the_{​ ​​}needs_​​of_​​mainstream teachers_​​to_​​more_​​effectively_​​teach_​​English_​Language_{​ ​​}Learners_​​in_​the_{​ ​​}mainstream_​​classroom_​​and improve_​​student_​​learning_​​experiences._​​​The_​​primary_​​topic_​​being_​​investigated_​​in_​this_{​ ​​}chapter_​​is_​​the attitudes_​​of_​​mainstream_​​teachers_​​towards_​​ELLs._​​​​The_​​ultimate_​​goal_​​is_​to_{​ ​​}create_​​a_​​professional development_​​opportunity_​​that_​​will_​​help_​mainstream_{​ ​​}teachers_​​provide_​​more_​​targeted_​​instruction. The_​​following_​​are_​​the_​​​​guiding_​​questions_​​that_​​will_​help_{​ ​​}frame_​​the_​​project_​1._{​ ​​}What_​​is_​​the_​​correlation between_​​mainstream_​​teacher_​​attitudes_​​and_​​student_​​learning?_​​2._​​What_​​variables_​​affect_​​mainstream teacher_​​attitudes?_​​3._​​What_​​do_​​mainstream_​teachers_{​ ​​}need_​​to_​know_{​ ​​}about_​​teaching_​​ELLs?

Summary

In_​​this_​​project,_​​I_​​will_​​provide_​information_{​ ​​}regarding_​​teacher_​attitudes_{​ ​​}in_​​the_​​mainstream classroom_​​towards_​​ELL_​​students._​​Chapter_​One_{​ ​​}provided_​​background_​​information_​​concerning_​​the need_​​for_​​this_​​research,_​​defined_​​vocabulary,_​​explained_​​of_​​the_​​background_​and_{​ ​​}role_​​of_​​the

Two_​​will_​​explore_​​the_​​research_​​regarding_​the_{​ ​​}importance_​​of_​classroom_{​ ​​}teacher_​​attitudes_​​toward ELLs_​​and_​​how_​​they_​​can_​​positively_​​or_​negatively_{​ ​​}affect_​​student_​​learning._​​I_​​will_​​discuss_​​the correlation_​​between_​​mainstream_​​teacher_​​attitudes_​​and_​​student_​​learning._​​Secondly,_​​I_​​will_​​identify four_​​variables_​​that_​​affect_​​mainstream_​​teachers:_​​attitudes_​​towards_​​ELL_​​inclusion,_​​attitudes_​​towards ELL_​​training_​​for_​​mainstream_​​teachers,_​​attitudes_​towards_{​ ​​}modification_​​for_​ELL_{​ ​​}students_​​in_​​the mainstream_​​classroom,_​​and_​​attitudes_​​towards_​​language_​​backgrounds._​​Lastly,_​​I_​​will_​​identify_​​what mainstream_​​teachers_​​need_​​to_​​know_​​about_​second_{​ ​​}language_​​learning_​in_{​ ​​}the_​​classroom_​​including theories_​​regarding_​​SLA_​​and_​​learning._​​In_​addition,_{​ ​​}I_​​will_​address_{​ ​​}many_​​research-proven_​​strategies for_​​mainstream_​​teachers_​​with_​​ELLs_​​in_​their_{​ ​​}classroom_​​that_​reinforce_{​ ​​}those_​​theories._​​Chapter Three_​​is_​​a_​​description_​​of_​​the_​​methodology_​​used_​​in_​​this_​​research_​​and_​​​​project_​​design._​​Chapter_​​Four is_​​a_​​reflection_​​and_​​conclusion_​​of_​​the_​capstone_{​ ​​}project._​​This_​​research_​​pertains_​​to_​​all_​​classroom teachers_​​who_​​teach_​​ELLs_​​and_​​will_​​help_​​provide_​​​​high_​​quality_​professional_{​ ​​}development_​​that_​​will enhance_​​learning_​​experiences_​​for_​​our_​​ELLs.

CHAPTER_​​TWO

​​Literature_​​Review

Introduction

The_​​goal_​​of_​​this_​​research_​​will_​​be_​​to_​​examine_​​the_​correlation_{​ ​​}between_​​mainstream_​​teacher attitudes_​​and_​​student_​​learning,_​​discuss_​​variables_​that_{​ ​​}may_​​affect_​teacher_{​ ​​}attitudes,_​​and_​​identify what_​​mainstream_​​teachers_​​need_​​to_​​know_​​about_​​teaching_​​ELLs_​​in_​​the_​classroom._{​ ​​​​}Based_​​on_​​this information,_​​a_​​list_​​of_​​best_​​practices_​​will_​​be_​​put_​​together_​​that_​​can_​​be_​​used_​​for_​​professional

development._​​In_​​this_​​chapter,_​​a_​​summary_​​of_​relevant_{​ ​​}research_​​is_​​presented,_​​and_​​will_​​identify_​​the gap_​​in_​​research,_​​along_​​with_​​the_​​need_​​for_​​further_​​research_​regarding_{​ ​​}professional_​​development_​​for mainstream_​​teachers_​​teaching_​​ELLs.

Guiding_​​Questions

The_​​research_​​question_​​intended_​​for_​​this_​​capstone_​​project_​​is:_​​​do_​​mainstream_​​teacher attitudes_​​towards_​​English_​​Language_​​Learners_​​affect_​​student_​​learning_​​and_​​how?_​​The_​​project following_​​this_​​research_​​will_​​address_​​the_​​needs_​​of_​​mainstream_​​teachers_​to_{​ ​​}more_​​effectively_​​teach English_​​Language_​​Learners_​​in_​​the_​mainstream_{​ ​​}classroom_​​and_​​improve_​​student_​​learning

experiences._{​​​​​}The_​​literature_​​review_​​presented_​​below_​is_{​ ​​}in_​​conjunction_​with_{​ ​​}the_​​guiding_​​research questions_​​that_​​outline_​​my_​​research:_​​1._​What_{​ ​​}is_​​the_​correlation_{​ ​​}between_​​mainstream_​​teacher

attitudes_​​and_​​student_​​learning?_​​2._​​What_​​variables_​​affect_​​mainstream_​​teacher_​attitudes?_{​ ​​}3._​​What_​​do mainstream_​​teachers_​​need_​​to_​​know_​​about_​​teaching_​​ELLs?

Correlation_​​Between_​​Mainstream_​​Teacher_​​Attitudes_​​and_​​Student_​​Learning

Student_​​learning_​​is_​​affected_​​by_​​a_​​number_​of_{​ ​​}variables._​​Teacher_​​attitudes_​​are_​​one_​​of_​​those variables_​​that_​​can_​​influence_​​student_​academic_{​ ​​}performance._​​According_​​to_​​Griffin_​​(2008), motivation_​​for_​​academic_​​and_​​social_​​success_​is_{​ ​​}strongly_​​influenced_​by_{​ ​​}the_​​teacher’s_​​expectations and_​​conduct_​​towards_​​the_​​student._​​However,_​​teacher_​​attitudes_​​or_​​perceived_​​attitudes_​​towards students_​​are_​​difficult_​​to_​​measure_​​as_​​teachers_​​may_​​not_​​be_​​aware_​​of_​​their_​​biases_​​or_​​behaviors towards_​​students_​​or_​student_{​ ​​}groups._​​That_​​said,_​​research_​​​​may_​​show_​​quantitatively_​​a_​​correlation between_​​student_​​performance_​​and_​​teacher_​attitude._{​ ​​}Teachers’_​​attitudes_​​and_​​perceptions_​​can largely_​​affect_​​an_​​ELL’s_​​educational_​​opportunities_​​(Griffin,_​​2008).

The_​​tone_​​of_​​the_​​classroom_​​is_​​inherently_​​set_​​by_​​the_​​demeanor_​​and_​​modeled_​​behaviors_​​of_​​the classroom_​​teacher._​​Regardless_​​of_​​teacher_​​preferences,_​​teachers_​​can_​​approach_​​equality_​​by_​​being self-aware_​​of_​​judgements_​​and_​​bias_​​towards_​students_{​ ​​}(Mitchell,_​​1976)._​As_{​ ​​}the_​​ELL_​​population continues_​​to_​​grow,_​​it_​​is_​​important_​​to_​​address_​​the_​​relationship_​​between_​​the_​​teacher_​​and_​​the_​​ELL student_​​and_​​how_​​that_​​affects_​​student_​​academic_​​performance_​​in_​​the_​​mainstream_​​classroom.

ELL_​​students_​​pose_​​a_​​new_​​challenge_​for_{​ ​​}classroom_​​teachers,_​especially_{​ ​​}those_​​who_​​use traditional_​​strategies_​​not_​​geared_​​towards_​​a_​​variety_​of_{​ ​​}learning_​​styles._​​In_​​turn,_​​ELL_​​students_​​may remain_​​isolated_​​and_​​be_​​unintentionally_​​denied_​their_{​ ​​}richest_​​source_​for_{​ ​​}intellectual_​​and_​​second language_​​development—social_​​interaction_​​with_​​their_​​native-speaking_​​peers_​​which_​​can_​​give access_​​to_​​linguistic_​​input_​​(Penfield,_​​1987).

Marlin_​​(1991)_​​studied_​​the_​​correlation_​between_{​ ​​}teacher_​​attitudes_​​towards_​​economics_​​and student_​​performance.The_​​results_​​of_​​Marlin’s_​​study_​​can_​​be_​​applied_​​to_​our_{​ ​​}nation’s_​​current_​​situation as_​​our_​​ELL_​​population_​​is_​​growing_​​and_​​there_​​are_​​such_​​few_​​requirements_​​for_​​classroom_​​teachers_​​to