| | | Document Type | : | Latin Dissertation | | Language of Document | : | English | | Record Number | : | 53153 | | Doc. No | : | TL23107 | | Call number | : | 3218290 | | Main Entry | : | Adnan A. Moughni | | Title & Author | : | The experiences, attitudes, and the needs of middle school teachers and students toward inclusion of English language learnersAdnan A. Moughni | | College | : | Wayne State University | | Date | : | 2006 | | Degree | : | Ed.D. | | student score | : | 2006 | | Page No | : | 177 | | Abstract | : | The purpose of this study was to examine the experiences, attitudes, and needs of middle school mainstream teachers and students towards the inclusion of the ELL student in the mathematics and science mainstream classrooms, through focus groups interviews and surveys. In their focus group interview, the teachers felt that there were some major issues that the teacher needed to be addressed if inclusion is to succeed and students are to achieve. Teachers felt that personal issues should be set aside, and the success of inclusion depends on the mix of teachers and better cooperation among teachers. Moreover, teachers felt that in order for inclusion to be successful, they need to have professional development that meets the needs of the inclusive teacher and the students. The ELL students felt that they were not being treated right and their needs were not being met in the inclusive classroom. The ELL students felt that the bilingual classroom is a more comfortable learning environment; and in the bilingual classroom ELL students are allowed to use Arabic to ask questions and get clarification of concepts. The ELL students also stated that the mainstream students helped them in the inclusive math and science classroom because they speak Arabic. The mainstream students felt that the ELL students can learn English but they should learn it in a self-contained classroom. They also felt that having two teachers is a great thing, but having the ELL students with them was a hindrance to their own learning. Also, the mainstream students felt that the ELL students were very smart but they lacked academic English proficiency. | | Subject | : | Education; English as a second language; Inclusion; Language learners; Middle school; Curricula; Teaching; Secondary education; Bilingual education; Multicultural education; 0282:Multicultural education; 0727:Curricula; 0727:Teaching; 0282:Bilingual education; 0533:Secondary education | | Added Entry | : | S. R. Elliott, Marc H. | | Added Entry | : | Wayne State University |
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