Mainstream Teachers’ Perceptions of Issues Relating to LEP Mainstreaming

Described is a study on attitudes of elementary teachers working in the Alpine, Nebo and Provo School Districts in Utah toward issues relating to LEP mainstreaming. It addressed four main issues: (a) attitudes toward ESL pullout programs and teachers, (b) perceived roles of the mainstream teacher, (c) attitudes towards mainstreaming, and (d) attitudes toward their own preparedness and training in serving LEP students. Results showed that many teachers have little confidence in ESL programs, are poorly prepared themselves to teach LEP students, feel that ESL training is not easily accessible for mainstream teachers, yet presume the full burden of responsibility of LEP student education. Teachers exhibited a low level of interest in teaching LEP students in their classrooms, and often requested curriculum reinforcement help from ESL teachers. It is recommended that schools or districts clearly define the roles of ESL teachers and mainstream teachers regarding LEP students. This includes establishing a firm procedure whereby both parties are accountable for communicating goals and progress. It is also recommended that all elementary pre-service teachers are required to participate in ESL training. Furthermore, mainstream teachers must have ixnproved access to training, materials and support.

Thesis Author: Guinn, Susan Gines

Year Completed: 1996

Thesis Chair: C. Ray Graham