Teachers' preparation and perspectives toward native language use in the classroom

Abstract

This ethnographic case study investigates teacher preparation in educating English language learners (ELLs) and how it relates to perspectives and attitudes toward the use of students' native language (L1) in the classroom for academic and social purposes. The nine participants consisted of preschool through fifth grade teachers including two music teachers. Each completed a survey to report their perspectives toward the maintenance of students' native language. Teachers rated the level of responsibility they feel they have for maintaining students' native language in addition to responding to statements about their practical uses of students' L1 in the classroom. Survey responses were reviewed to look for underlying trends in perspectives. Subsequently, all participants were interviewed individually to discuss their preparation for working with ELLs as well as to elaborate on their survey responses. Results of this case study demonstrate a favorable attitude of mainstream teachers toward using students' native language in the classroom, despite a lack of preparation or training in the education of ELLs and a vague vision from the administration regarding culturally relevant practices. It was found that teachers' attitudes were influenced by family background, self-efficacy, and views on bilingual education as it impacts teacher allocations across the district. Despite participants' support for L1 in the classroom, this study found that most teachers did not put this ideology into practice in their own classroom. This study mirrors other research demonstrating a need for improved professional development for mainstream teachers.