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eBook details

• Title: Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs.
• Author : TESL Canada Journal
• Release Date : January 22, 2007
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 229 KB

Description

Introduction Banks (2001) writes that teachers must "develop reflective cultural, national, and global identifications themselves if they are to help students become thoughtful, caring, and reflective citizens in a multicultural society" (p. 5). In this article, Banks posits that preservice teachers must develop reflective intercultural processes in order better to meet the needs of diverse learners. However, because most teachers are representatives of the dominant majority culture (Banks), it is difficult for them to relate to the thousands of diverse students in classrooms today. In a recent survey conducted in the United States, it was reported that over 40% of all teachers had English language learners (ELLs) in their classrooms during the 1999-2000 school year, but only 12.5% had received eight or more hours of related training (Gruber, Wiley, Broughman, Strizek, & Burian-Fitzgerald, 2002). In another study, the President's Advisory Commission on Educational Excellence for Hispanic Americans (2000) reported that approximately 70% of teachers felt only moderately or not at all prepared to address the needs of students from diverse cultural and linguistic backgrounds.

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