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Bilingual Research Journal
The Journal of the National Association for Bilingual Education
Volume 29, 2005 - Issue 2
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Original Articles

Arizona Elementary Teachers' Attitudes Toward English Language Learners and the Use of Spanish in Classroom Instruction

Ana G. García-Nevarez California State University, Sacramento
,
Mary E. Stafford Arizona State University
&
Beatriz Arias Arizona State University
Pages 295-317 | Published online: 22 Nov 2010

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Auxiliadora Sales, Anna Marzà & Gloria Torralba. (2023) “Daddy, Can You Speak Our Language?” Multilingual and Intercultural Awareness through Identity Texts. Journal of Language, Identity & Education 22:6, pages 510-526.
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Anthony Fernandes. (2023) Understanding mathematics preservice teachers’ beliefs about English learners using the Mathematics Education for English Learners Scale (MEELS). Bilingual Research Journal 45:3-4, pages 295-314.
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Ryan W. Pontier & Diana C. Ortega. (2021) Experienced bilingual dual language elementary teachers and the reproduction of monoglossic ideology. NABE Journal of Research and Practice 11:3-4, pages 86-105.
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Ilana M. Umansky, Luis E. Poza & Misael Flores Gutierrez. (2021) “A sentencing”: veteran educators’ perceptions of a constriction of English learner students’ opportunities across grade spans. International Multilingual Research Journal 15:3, pages 267-291.
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Katie A. Bernstein, Sultan Kilinc, Megan Troxel Deeg, Scott C. Marley, Kathleen M. Farrand & Michael F. Kelley. (2021) Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns. International Journal of Bilingual Education and Bilingualism 24:4, pages 457-480.
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Clare Cunningham. (2019) ‘The inappropriateness of language’: discourses of power and control over languages beyond English in primary schools. Language and Education 33:4, pages 285-301.
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Sarah M. Garrity, Cristian R. Aquino-Sterling & Nina Salcedo-Potter. (2019) Head Start educators’ beliefs about bilingualism, dual language development, and bilingual education. Bilingual Research Journal 42:3, pages 308-323.
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Jennifer W. Jacoby & Nonie K. Lesaux. (2019) Supporting dual language learners in Head Start: teacher beliefs about teaching priorities and strategies to facilitate English language acquisition. Journal of Early Childhood Teacher Education 40:2, pages 120-137.
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Sarah Garrity, Cristian R. Aquino-Sterling, Charles Van Liew & Ashley Day. (2018) Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. International Journal of Bilingual Education and Bilingualism 21:2, pages 179-196.
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Osmer Balam & Ana de Prada Pérez. (2017) Attitudes Toward Spanish and Code-Switching in Belize: Stigmatization and Innovation in the Spanish Classroom. Journal of Language, Identity & Education 16:1, pages 17-31.
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Timothy Reagan. (2016) The Conceptualization of Language Legitimacy. Critical Inquiry in Language Studies 13:1, pages 1-19.
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Tabitha S. M. Morton. (2015) Improving Educational Outcomes for Latinos: A Study of the Interactive Policy Effects of Representative Bureaucracy and Personnel Stability. Journal of Latinos and Education 14:4, pages 301-319.
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Eleni Pappamihiel & C. Allen Lynn. (2014) How Can Monolingual Teachers Take Advantage of Learners' Native Language in Class?. Childhood Education 90:4, pages 291-297.
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Sarah Gallo, Holly Link, Elaine Allard, Stanton Wortham & Katherine Mortimer. (2014) Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling. International Multilingual Research Journal 8:2, pages 124-140.
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Megan Hopkins. (2013) Building on Our Teaching Assets: The Unique Pedagogical Contributions of Bilingual Educators. Bilingual Research Journal 36:3, pages 350-370.
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Amanda K. Kibler & Diego Roman. (2013) Insights into Professional Development for Teachers of English Language Learners: A Focus on Using Students' Native Languages in the Classroom. Bilingual Research Journal 36:2, pages 187-207.
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Janka Szilágyi, Debra Giambo & Tunde Szecsi. (2013) Teaching Strategies: “What If I Don't Speak It?” Classroom Strategies to Nurture Students' Heritage Languages. Childhood Education 89:2, pages 117-121.
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Aria Razfar & JosephC. Rumenapp. (2012) Language ideologies in English learner classrooms: critical reflections and the role of explicit awareness. Language Awareness 21:4, pages 347-368.
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Lizette Peter, Paul Markham & BruceB. Frey. (2012) Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University Tesol Educators. The Teacher Educator 47:4, pages 302-327.
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Larisa Warhol & Anysia Mayer. (2012) Misinterpreting School Reform: The Dissolution of a Dual-Immersion Bilingual Program in an Urban New England Elementary School. Bilingual Research Journal 35:2, pages 145-163.
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Stacie Kae Pettit. (2011) Teachers' Beliefs About English Language Learners in the Mainstream Classroom: A Review of the Literature. International Multilingual Research Journal 5:2, pages 123-147.
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TeresaI. Marquez-Lopez & DeborahM. Oh. (2010) Beginning Teacher Support and Assessment (BTSA) Progression: A Retrospective Account of BTSA's Response to English Learners. Journal of Latinos and Education 9:1, pages 41-59.
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Katya Karathanos. (2009) Exploring US mainstream teachers’ perspectives on use of the native language in instruction with English language learner students. International Journal of Bilingual Education and Bilingualism 12:6, pages 615-633.
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Doris Walker-Dalhouse, Vonnie Sanders & A. Derick Dalhouse. (2009) A University and Middle-School Partnership: Preservice Teachers' Attitudes Toward ELL Students. Literacy Research and Instruction 48:4, pages 337-349.
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Belinda Bustos Flores & HowardL. Smith. (2009) Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity. Bilingual Research Journal 31:1-2, pages 323-358.
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MichaelD. Guerrero & María Consuelo Guerrero. (2008) El (sub)desarrollo del español académico entre los maestros bilingües: ¿Una cuestión de poder?. Journal of Latinos and Education 8:1, pages 55-66.
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Ryan W. Pontier & Zhongfeng Tian. (2023) Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: case studies from the field. Educational Linguistics 0:0.
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Lydiah Kananu Kiramba, Qizhen Deng, Xiaoyan Gu, Alexa Yunes-Koch & Kara Viesca. (2023) Community language ideologies: Implications for language policy and practice. Linguistics and Education 78, pages 101251.
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Maria Cristina Limlingan & Christine M. McWayne. (2022) More Than Words: A Qualitative Study on the Links Between Preschool Teachers’ Classroom Practices and Their Language Ideologies About Dual Language Learners. Early Childhood Education Journal 51:5, pages 981-996.
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Ashley S. Castro & Esther J. Calzada. (2021) Teaching Latinx students: Do teacher ethnicity and bilingualism matter?. Contemporary Educational Psychology 66, pages 101994.
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Sevim MavişÖzgeÖzge & Fevzi Dursun. (2021) Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers. Research in Pedagogy 11:1, pages 63-84.
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Christina T. Kozlowski. 2021. Research Anthology on Culturally Responsive Teaching and Learning. Research Anthology on Culturally Responsive Teaching and Learning 1019 1040 .
So Lim Kim. (2021) A review of the literature on teachers’ beliefs about English language learners. International Journal of Educational Research Open 2, pages 100040.
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Elisa Repo. (2020) Discourses on encountering multilingual learners in Finnish schools. Linguistics and Education 60, pages 100864.
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Christina T. Kozlowski. 2019. Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students 41 62 .
Timothy ReaganTimothy Reagan. 2019. Linguistic Legitimacy and Social Justice. Linguistic Legitimacy and Social Justice 29 75 .
Timothy ReaganTimothy Reagan. 2019. Linguistic Legitimacy and Social Justice. Linguistic Legitimacy and Social Justice 353 366 .
Timothy Reagan. 2018. The Wiley International Handbook of Educational Foundations. The Wiley International Handbook of Educational Foundations 89 106 .
Amanda Lira Gordenstein Montes, Cynthia Kay Valenciano & Miguel Fernandez. (2018) Training Bilingual Educators at a PBI. Multicultural Learning and Teaching 13:1.
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Marieta Simeonova‐Pissarro. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 9 .
María Estela Brisk & Marcela Ossa Parra. 2018. Bilingual Learners and Social Equity. Bilingual Learners and Social Equity 127 151 .
Megan Hopkins. (2014) Beliefs in Context. Educational Policy 30:4, pages 573-605.
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Joseph P. Robinson-Cimpian, Karen D. Thompson & Ilana M. Umansky. (2016) Research and Policy Considerations for English Learner Equity. Policy Insights from the Behavioral and Brain Sciences 3:1, pages 129-137.
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Yan Guo. 2015. Revitalizing Minority Voices. Revitalizing Minority Voices 125 141 .
Jason G. Irizarry. (2011) En La Lucha: The Struggles and Triumphs of Latino/a Preservice Teachers. Teachers College Record: The Voice of Scholarship in Education 113:12, pages 2804-2835.
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Ana María Villegas & Jacqueline Jordan Irvine. (2010) Diversifying the Teaching Force: An Examination of Major Arguments. The Urban Review 42:3, pages 175-192.
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Eugene GarcíaM. Beatriz Arias, Nancy J. Harris Murri & Carolina Serna. (2009) Developing Responsive Teachers: A Challenge for a Demographic Reality. Journal of Teacher Education 61:1-2, pages 132-142.
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