Perspectives and Misconceptions of Educators Who Teach English Language Learners: Implications for ESE Referrals

Purpose: The purpose of this systematic review of the literature is to investigate if a relationship exists between the perceptions and misconceptions held by educators regarding ELL students and the educators' decisions to refer these students for ESE services. Methods: After the initial reading of the 26 articles, they were first organized alphabetically. Methodologies and sampling were identified for each to demonstrate the versatility of information included in the review. The researcher then addressed the research questions by examining each of the 26 articles through the relevant questions. Findings: Teacher self-efficacy was shown to be negatively impacted when the perceptions and misconceptions indicated that the students could not learn in the mainstream environment. Conclusions and Recommendations: There is a significant need for increased professional development and access to improvements in the four primary influences of mastery experiences, vicarious experiences, peer persuasion, and physical and emotional states. By increasing cultural awareness alongside the knowledge as to the benefits of diversity in the classroom, educators will begin to overcome these perceptions and misconceptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]