Teacher beliefs on bilingual education for English learners post Proposition 227

This study explored the attitudes and beliefs towards bilingual education and English learners of teachers in bilingual education programs and non-bilingual education programs. This quantitative study surveyed teachers 11 years after the passing of Proposition 227, a law aimed to reform bilingual education in California. The participating teachers taught in two southern California school districts. The findings were that there was a difference between teacher beliefs of teachers in bilingual education programs and teachers teaching in non-bilingual education programs. T-tests were conducted and the results indicated that teachers in bilingual education programs in general had more positive beliefs towards bilingual education than did teachers in non-bilingual programs. Other findings were that while there was no significant difference in attitudes between teachers in bilingual education programs and non-bilingual education programs there was a difference in teaching practices that take into consideration students' language needs. Teachers in bilingual education programs were found to be more likely to consider their English language learning students' needs in their teaching practices.