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- W2093611090 abstract "Abstract In the US, public school teachers are currently experiencing an unprecedented increase in the number of English language learner (ELL) students with whom they work. Research shows the practice of incorporating ELL students’ native languages (L1) into instruction to be a major factor enhancing their success in school. In this study, 327 pre-service and experienced mainstream teachers in the midwestern region of the USA were surveyed on their perspectives related to this practice. Findings from descriptive analyses indicated that while teachers generally supported L1 use in instruction, they tended to show stronger support for its underlying theory than for its practical implementation. Results from a series of analyses of variances (ANOVA) suggested a clear link between English as a second language specific university preparation and an increased support for the theory and practice of L1 use in instruction. Results further suggested links among some combination of teaching experience and an increa..." @default.
- W2093611090 created "2016-06-24" @default.
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- W2093611090 date "2009-11-01" @default.
- W2093611090 modified "2023-09-25" @default.
- W2093611090 title "Exploring US mainstream teachers’ perspectives on use of the native language in instruction with English language learner students" @default.
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- W2093611090 doi "https://doi.org/10.1080/13670050802372760" @default.
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