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@article{171777,
        author = {Dr. Meenakshi},
        title = {Aiming for Equity: Preparing Mainstream Teachers outlook for Inclusion or Inclusive Classrooms for ELL},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {11},
        number = {8},
        pages = {998-1004},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=171777},
        abstract = {The need to be proficient in the use of English among non-native speakers has become a global phenomenon. Today, educators are facing the challenge of addressing the needs of the growing number of students whose primary language is not English (Gibbons, 2003). While mastering other skills and content in other subject areas, there is the necessity for these learners to gain proficiency in English.
The attitudes of non-language teachers come to the forefront as they reflect upon the language that they use in teaching. Consciously or unconsciously, their attitudes play a crucial role in language’s “growth or decay, restoration or destruction” (Baker, 1988). Their attitudes, too, as part of their cultural orientation, influence heavily their younger students (Shameem, 2004). Through this research an attaempt was made to explore the answers for questions like what kind of attitudes towards English should non-language teachers have in order for them to teach concepts successfully? Can these attitudes be reflected even during their student training period?
Also, through an extensive research literature review it was found that so far there has been a scarcity of effective research on the perspective of teachers regarding the inclusion of English language learners in mainstream classrooms. Therefore, that also helped in building the base for the present research study. The categories that have been explored for the study were inclusion of ELL, professional development for working with ELLs, perceptions of language and language learning. The study comprises of responses of fifty respondents who were randomly chosen from different departments of a group of college in Jaipur city. From the results and findings drawn from the study of the subjects, it was found that there existed variety of opinions among the subject teachers, from a neutral to slightly positive attitude towards ELL inclusion, a neutral attitude toward professional development for working with ELLs and educator misapprehensions about the learning of second language.},
        keywords = {English-language learners; ELLs; Mainstream classrooms; Teacher, attitudes, English language proficiency, teacher professional development, English as a second language (ESL)},
        month = {January},
        }