Sunny C. Li
Syracuse University, USA; https://orcid.org/0009-0005-6987-6152
Louise C. Wilkinson
Syracuse University, USA; https://orcid.org/0000-0003-3315-9918
DOI: https://doi.org/10.36534/erlj.2024.02.05
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2024-2(12). BELIEFS IN LINGUISTIC EDUCATION, pp. 57-60.
The focus of the research project Despite a growing body of evidence from the research literature focusing on the preparation of teachers who work with diverse learners, there remains a notable gap about teacher beliefs and perceptions for English learner (EL), newcomer, and immigrant students (Blanchard & Muller, 2015; Allexsaht-Snider et al., 2013). This report describes a work-in-progress regarding novice U.S. teachers’ personal knowledge and beliefs about teaching academic language to all students, but in particular, English learner (EL) students. The oral and written language used for new learning that cuts across the different academic disciplines has been referenced as general academic language, which stands in contrast with the specialized versions of language focusing on the specifics of varied content areas (Nagy & Townsend, 2012; Bailey & Wilkinson, 2022). This report describes a pilot study in progress that addresses the questions: What personal beliefs do novice U.S. teachers hold about teaching academic language for all students, but in particular, EL students? How might these beliefs affect the way that teachers report conducting instructional activities requiring academic language in their classrooms that include EL students?
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