High School Social Studies Teachers’ Attitudes Toward English Language Learners
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 1 July 2009
Issue publication date: 1 July 2009
Abstract
This study examined the attitudes of high school social studies teachers toward the inclusion of English language learners (ELLs) in their social studies classrooms. A mixed-model methodology was employed by surveying all 344 social studies teachers in the school district. Additionally, eight of these teachers were interviewed to ascertain their attitudes toward including ELLs in high school social studies classrooms. More than three-fourths of teachers surveyed indicated they would prefer that ELLs not be in their classroom until they have “learned” English. Furthermore, the main cause of the negative attitudes seemed to be rooted in the inability of the social studies teachers to effectively modify instruction. The possible results of these attitudes and the efficacy of current policies are discussed.
Citation
O'Brien, J.L. (2009), "High School Social Studies Teachers’ Attitudes Toward English Language Learners", Social Studies Research and Practice, Vol. 4 No. 2, pp. 36-48. https://doi.org/10.1108/SSRP-02-2009-B0003
Publisher
:Emerald Publishing Limited
Copyright © 2009, Emerald Publishing Limited