Novice teachers’ beliefs about teaching academic language with English-speaking and English-learner students

The focus of the research project Despite a growing body of evidence from the research literature focusing on the preparation of teachers who work with diverse learners, there remains a notable gap about teacher beliefs and perceptions for English learner (EL), newcomer, and immigrant students (Blanchard & Muller, 2015; Allexsaht-Snider et al., 2013). This report describes a work-in-progress regarding novice U.S. teachers’ personal knowledge and beliefs about teaching academic language to all students, but in particular, English learner (EL) students. The oral and written language used for new learning that cuts across the different academic disciplines has been referenced as general academic language, which stands in contrast with the specialized versions of language focusing on the specifics of varied content areas (Nagy & Townsend, 2012; Bailey & Wilkinson, 2022).