Language Study Matters for Classroom Teachers in Diverse Schools

Lan Hue Quach; Audrey L. Heining-Boynton; Chuang Wang

doi:10.2202/2161-2412.1013

Published by De Gruyter January 1, 2007

Language Study Matters for Classroom Teachers in Diverse Schools

Lan Hue Quach , Audrey L. Heining-Boynton and Chuang Wang

From the journal Multicultural Learning and Teaching

https://doi.org/10.2202/2161-2412.1013

Showing a limited preview of this publication:

In this study, we explored dimensions ofa teacher’s experience with formal language study, time spent abroad, and levels of bilingualism as factors that relate to their personal teaching efficacy beliefs using a purposeful sample of teachers from North and South Carolina working with English Language Learners in the mainstream classroom. Our statistical results from independent sample t-tests and Analysis ofVariance (ANOVA) support the need for all educators working in diverse classrooms to commit to long-term formal foreign language study.

Keywords: Key Terms: English Language Learner; Teacher Efficacy; Bilingualism; Multicultural Experiences

Published Online: 2007-1-1

Language Study Matters for Classroom Teachers in Diverse Schools

Journal and Issue

Articles in the same Issue