scholarly journals Retraction Statement: Development and Validation of the Mathematics Teachers' Beliefs About English Language Learners Survey (MTBELL)

2019 ◽  
Vol 120 (3) ◽  
pp. 189-189
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mathematics Teachers ◽  
English Language ◽  
Teachers Beliefs ◽  
Development And Validation

scholarly journals Preservice teacher learning for supporting English language learners to make sense of mathematics

2015 ◽  
Author(s):  
◽  
Ji Yeong I
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
English Language ◽  
Positive Influence ◽  
Teacher Preparation Program ◽  
Making Sense ◽  
Mathematical Problems ◽  
Practical Experiences

This study examines how future mathematics teachers support English language learners (ELLs) when making sense of mathematical problems with complicated language use. In this study, three middle school mathematics prospective teachers, who enrolled in a university-based teacher preparation program, worked with ELLs in one-on-one settings while learning various ELL teaching strategies. The strategies they implemented when working with ELLs were analyzed through various sources such as written lesson plans, videotaped teaching practices, and written reflections. As time evolved, all of the teachers began to apply life-connection strategies and to integrate various visuals closely connected to mathematical situations into their lessons, which they learned during the interventions. They showed a positive influence from the interventions although their use of strategies were limited. This study suggest that mathematics teachers need to have significant preparation infused with practical experiences and examples in order to design a linguistically and conceptually rich lesson while making meaningful connections between mathematics and ELLs' experiences.

scholarly journals THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES

2019 ◽  
Vol 53 (3) ◽  
Author(s):  
Katy Arnett ◽  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Belief Systems ◽  
Learning Difficulties ◽  
Teacher Belief ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Teachers Beliefs

This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom.

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