ESL-7600 v2

Gallagher, M. A., & Scrivner, S. (2024). Teachers’ beliefs about language diversity and multilingual learners: A systematic review of the literature. Review of Educational Research, 1.
Teachers’ beliefs significantly shape their instructional practices, particularly in the context of increasing multilingualism in U.S. education. In this systematic literature review, 63 peer-reviewed studies were analyzed on the topics of K–12 teachers’ language beliefs. The authors describe the intersectionality of teachers' beliefs about families, content knowledge, diversity, and additional external influences.

Clark, S. K. (2020). Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools. Teacher Development, 24(2), 127–142.
As student populations become increasingly diverse, teachers must feel confident in teaching reading to culturally and linguistically diverse learners. In this article, the authors describe the differences in self-efficacy for teaching reading and addressing diversity after completing a pre-service program and during the first year of teaching.

Frank L., David J., & Shifang, T. (2024). Affirming culture and cultural identity in the bilingual/ESL classrooms. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1338671
In this article, the authors discuss the growing linguistic diversity in schools and discuss the need for expanded bilingual and ESL programs to support English learners. In the U.S., approximately 5 million school-age children are classified as English learners, while nearly 18 million are raised in non-English-speaking households, many with immigrant parents. Concerns about educational inequities are heightened by risks such as homelessness, hunger, and the impact of prolonged school closures on learning.

White, R. S., Schneider, J., & Mavrogordato, M. (2023). bELonging: Do students classified as English learners feel included? AERA Open, 9. https://doi.org/10.1177/23328584231179171
In this article, the authors examine the sense of belonging and relationships with teachers among students classified as English Learners (ELs) in K–12 public schools. The findings highlight the importance of fostering inclusive school environments, as a strong sense of belonging positively correlates with academic and psychological well-being. The findings also suggest that educational policies should prioritize understanding and improving school climate for EL students to support their engagement and success.

Mahalingappa, P. N., Hughes, E., & Karayigit, C. (2019). Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners. International Multilingual Research Journal, 13(4), 222–238.
In this article, the authors examine how a targeted intervention influences preservice teachers' beliefs regarding the education of students with disabilities and those from diverse cultural backgrounds. The intervention aimed to shift perceptions about inclusion, teacher responsibility, and cultural diversity. The results suggest that targeted educational interventions can play a role in preparing future educators to meet the needs of diverse student populations.

Yough, M., Slaten, C. D., Sankofa, N., Li, J., & Anderman, E. M. (2024). English language learner perceptions of school climate and teacher–student relationships: Role of acculturation and implications for achievement. Learning Environments Research, 27(1), 143–160.
In this study, the findings revealed that ELs have a lower perception of school climate but more positive views of teacher-student relationships compared to their fluent English-speaking peers. While English proficiency predicted positive school climate perceptions, teacher-student relationships were more strongly linked to GPA, highlighting the importance of supportive relationships in academic success.

Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers learning to implement equitable classroom talk. Educational Researcher, 50(8), 546–556. https://doi.org/10.3102/0013189X211014859
Language education for students from low-income, minoritized communities, including English learners, has long been complicated by ideological, conceptual, and empirical challenges. The ongoing difficulty in preparing teachers to implement equitable teaching practices remains unresolved. To support this goal, the authors recommend researcher-educator collaborations to develop ECT indicators, use lesson videos for visibility, and create scalable teacher learning materials.

Colorín Colorado. (2023, August 7). ELL strategies: Accountable talk in classroom discussions [Video]. YouTube. https://www.youtube.com/watch?v=iqea9wdthVY
In this video, the presenter describes accountable talk as a strategy that fosters discussion, builds upon others' responses, and develops academic language.