What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study

This article investigates teachers' attitudes toward English Language Learners (ELLs) at three middle schools in Texas, New York, and Pennsylvania. These schools have been critically impacted by the presence of ELLs, whether due to large numbers, or to smaller, concentrated populations in schools that traditionally have not served ELLs. This investigation highlights the commonly held belief that mathematics should be easy for ELLs because it is a "universal language." Confounding this issue are reforms that have shifted school mathematics to a more hands-on, interactive, and language-based discipline. Survey results suggest that many teachers expect math to be easy for ELLs and that motivation is seen as critical to student success. Appropriate training and a better understanding of ELL issues were identified as key implications. Notes 1We use the term mainstream teacher interchangeably with content area teacher, and in some cases classroom teacher. In this context, these terms are meant to refer to the non-second-language specialist teacher whose specialization is in a core content area such as mathematics, science, social studies; a foreign language such as Spanish or French; or music or physical education. 2 ELL, or English language learner, is used throughout this paper to represent both immigrant and native-born U.S. public school students determined to need language support in schools. Other terms such as second language learner, and English as a Second Language (ESL) student are also used to refer to the same populations. The somewhat pejorative acronym used commonly in school accountability data and government documents, LEP, or Limited English Proficient, is only used when directly citing a document that utilizes this term. 3We acknowledge that this is a narrow use of the term language and that indeed mathematics is a language. 4New York requires its teachers to have an MA degree within 5 years of teaching (CitationNY State Education Dept., 2008). 5Pennsylvania does not have a master's degree requirement for its teachers. 6Reporting either "advanced" or "native or native-like" on the survey.