[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597940-105":59,"doc-detail-597940-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","monolingual-teachers-in-multilingual-settings-changing-attitudes-and-practices","Monolingual Teachers in Multilingual Settings - Changing Attitudes and Practices","","A six-year districtwide staff-development project explores how teacher attitudes and classroom practices can be changed in multilingual K-12 settings for English learners. Implemented in collaboration with a rural central California district, the program targets both instructional effectiveness in English language development and academic content teaching, and teacher progress toward the CLAD certificate. Reflective journal entries and classroom observations serve as learning tools and data sources. Results show positive shifts in teachers’ beliefs and practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/monolingual-teachers-in-multilingual-settings-changing-attitudes-and-practices/597940/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/monolingual-teachers-in-multilingual-settings-changing-attitudes-and-practices/597940.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address for teachers working with English learners?","Question",{"text":112,"@type":113},"It addresses the challenge that many mainstream, English-monolingual teachers have limited training for culturally and linguistically diverse students, even as the number of English learners grows rapidly.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the two main goals of the six-year staff-development project?",{"text":117,"@type":113},"The project aimed to build teachers’ knowledge, pedagogical skills, and professional attitudes to support effective English language development and academic instruction, and to help teachers earn the CLAD certificate if they still needed it.",{"name":119,"@type":110,"acceptedAnswer":120},"How were changes in teacher attitudes and practices evaluated?",{"text":121,"@type":113},"The study used reflective journal entries by participants and classroom observations conducted by principals, the district ESL specialist, and the project authors, showing positive modifications in teachers’ approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597940,1792165948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","ROBERT PRITCHARD  \nCalifornia State University, Sacramento  \nMonolingual Teachers in Multilingual Settings:  \nChanging Attitudes and Practices  \nThis article describes a 6-year, districtwide staff-development project that was implemented in an attempt to change teacher attitudesand practices as they relate to English learners (ELs). The specific goals of the project were (a) to help the district’s teachers develop the knowledge base, pedagogical skills, and professional attitudes required to provide the English learners enrolled in their classrooms with effective English language development and academic subject matter instruction, and (b) to enable the teachers who still needed it to earn a Crosscultural, Language, and Academic Development (CLAD) certificate. Reflective journal entries and classroom observations were both learning tools and methods of data collection. Results indicate that the project had a positive impact on teacher attitudes and practices.  \nIntroduction  \nAccording to recent demographic data, more than 1.5 million English  \nlearners (ELs) attend K-12 schools in California. This number is expected to exceed 2 million by 2015, thus greatly increasing the number of students in need of language and literacy development in English (CBEDS, 2009) . This situation is similar to those in many other states where changing immigration patterns have brought nonnative speakers of English to schools in growing numbers. In fact, half of all teachers nationally may expect to have a culturally and linguistically diverse (CLD) student in their classrooms at some point in their careers (Menken & Antunez, 2001) . Consequently, the provision of English language and subject matter instruction to English learners is one of the most critical challenges confronting teachers and teacher educators today.  \nFurther exacerbating the situation is that while the number of English learners enrolled in K-12 schools continues to grow dramatically, only a fraction of those students are in bilingual or ESL classrooms. Thus, the majority of English learners receive most, if not all, of their instruction from mainstream classroom teachers, many of whom have limited training in the learning needs of CLD students (AACTE, 2002) . In response to this disparity, many educators have advocated for increased preparation for mainstream teachers to work  \n194 • The CATESOL Journal 23.1 • 2011/2012  \nwith CLD student populations (Darling-Hammond, 1999; Fillmore & Snow, 2000; Gándara & Maxwell-Jolly, 2002; Vavrus, 2002) . For more than a decade, one recurrent suggestion has been to provide all teachers with specific content and pedagogical knowledge related to working with CLD populations (Clair & Adger, 1999; Gándara & Maxwell-Jolly, 2002; Fillmore & Snow, 2000; González & Darling-Hammond, 1997; Olmedo, 1997; Zeichner, 1996) as well as with multiple opportunities to apply this knowledge to classroom practice (Gándara & Maxwell-Jolly, 2002; Zeichner, 1996) .  \nRecent changes in California credentialing requirements have had some impact on this disparity. Nonetheless, there are still districts in the state where teachers who have earned an EL authorization as part of their basic credential program are struggling to adapt to changing demographics, lack of resources, and an inability to implement in the classroom the instructional methods they learned in their teacher-education programs. Working alongside these teachers are colleagues who earned their credentials long before their classrooms began to reflect current demographic patterns and the EL authorization became a required part of basic credential coursework. Both types of teachers are typically monolingual speakers of English who are struggling to be effective in the multilingual settings in which they teach.  \nIn collaboration with a small, rural school district in central California (7,500 students in 15 schools), a colleague and I developed and implemented a 6-year, districtwide staff-development pr","cbCairchydfKBeUI","https://ap.wps.com/l/cbCairchydfKBeUI","pdf",545809,11,"English","# Introduction\n## Districtwide staff-development project overview\n# How Did We Do It?\n## Collaboration and professional preparation","[{\"question\":\"What problem does the article address for teachers working with English learners?\",\"answer\":\"It addresses the challenge that many mainstream, English-monolingual teachers have limited training for culturally and linguistically diverse students, even as the number of English learners grows rapidly.\"},{\"question\":\"What were the two main goals of the six-year staff-development project?\",\"answer\":\"The project aimed to build teachers’ knowledge, pedagogical skills, and professional attitudes to support effective English language development and academic instruction, and to help teachers earn the CLAD certificate if they still needed it.\"},{\"question\":\"How were changes in teacher attitudes and practices evaluated?\",\"answer\":\"The study used reflective journal entries by participants and classroom observations conducted by principals, the district ESL specialist, and the project authors, showing positive modifications in teachers’ approaches.\"}]","Monolingual Teachers in Multilingual Settings - Changing Attitudes and Practices | PDF",1792085993,28]