Abstract
The purpose of this study is to measure teachers’ beliefs and perceptions about multilingual learners (MLLs), MLLs’ needs and struggles, and parental involvement of MLL families. We adapted Karabenick and Noda’s (2004) survey instrument, which measures the teachers’ beliefs, attitudes, practices, and needs related to MLLs. Exploring teachers’ beliefs, attitudes, and practices toward MLLs is a first step in understanding the professional needs of teachers of MLLs. The total sample size of the study was 308. In the first phase of the study, Confirmatory Factor Analysis (CFA) was used to test logic and feasibility of the instrument. In the second phase, we used descriptive statistics to explain the basic features of the data of the study and provide a brief summary of the samples and the measures done on this study. The results of this study indicated that although teachers’ beliefs about MLLs are slightly negative their overall beliefs are positive. Many teachers while welcoming MLLs in their classrooms, desiring to support them, are unsure of how to do so.
The purpose of this study is to measure teachers’ beliefs and perceptions about multilingual learners (MLLs), MLLs’ needs and struggles, and parental involvement of MLL families. We adapted Karabenick and Noda’s (2004) survey instrument, which measures the teachers’ beliefs, attitudes, practices, and needs related to MLLs. Exploring teachers’ beliefs, attitudes, and practices toward MLLs is a first step in understanding the professional needs of teachers of MLLs. The total sample size of the study was 308. In the first phase of the study, Confirmatory Factor Analysis (CFA) was used to test logic and feasibility of the instrument. In the second phase, we used descriptive statistics to explain the basic features of the data of the study and provide a brief summary of the samples and the measures done on this study. The results of this study indicated that although teachers’ beliefs about MLLs are slightly negative their overall beliefs are positive. Many teachers while welcoming MLLs in their classrooms, desiring to support them, are unsure of how to do so.