Teacher attitudes toward English for speakers of other languages (ESOL) inclusion students

Latricia Jeanenne Catherine Karlskin

Abstract

This study investigated teachers perception of the effectiveness of English Speakers of Other Languages (ESOL) included in the regular classroom. Eight hypotheses were addressed using a Likert scale survey designed by the researcher. The questionnaire covered areas which were believed to have an impact on teacher perceptions of the effectiveness of inclusion for ESOL students. Findings show that belief in the inclusion model correlates positively with teacher training, perception of teacher resources, perception of teacher attitudes, and teacher perception of class size. Recommendations were made for future study using the number of students qualified to receive ESOL instruction in the classroom and specific resources and training programs which would be beneficial to ESOL inclusion teachers.