| This study investigated the differences between ESOL and mainstream teachers' perceptions of ESOL students in the mainstream classroom. Three surveys were administered to middle school ESOL and mainstream teachers in a school district located in the Metropolitan area of a major city in the Southeastern region of the United States. The surveys looked for differences in perceptions toward ESOL students, beliefs about language learning, and beliefs about native language proficiency. Years of teaching experience, graduate and undergraduate credit hours, and staff development training were also looked at for differences between the two groups of teachers' perceptions of ESOL students. Quantitative statistical analyses were applied to the surveys that included independent t-test, ANOVA, and Chi-square to look for significant differences.;The results of the t-test indicated a significant difference between ESOL and mainstream teachers' perceptions of ESOL students in the mainstream classroom. ESOL teachers held a more positive perception of ESOL students. ANOVA statistical procedures indicated a significant difference between the two groups of teachers, with ESOL teachers holding a more positive perception of ESOL students. ANOVA showed an interaction effect between teachers and graduate credit hours taken in courses that deal specifically with language minority students. Chi-square analysis indicated a significant difference between ESOL and mainstream teachers' beliefs about second language learning with regard to group interaction, presentation of grammatical structure, second language mistakes, sequencing of language materials, and motivation. Chi-square analysis indicated a significant difference between ESOL and mainstream teachers' beliefs about native language proficiency with regard to first language literacy, and the rate of English language acquisition and its effect on the loss of native language of the student.;Further investigation is warranted into teachers' perceptions of ESOL students and how perceptions affect the academic success of English Language Learners. |
