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The K-12 population has increased dramatically over the past 20 years with regard to cultural and linguistic diversity, thereby creating a critical need to prepare teachers for this diversity. This study conducted an analysis of teacher characteristics vis-a-vis their attitudinal beliefs about language-minority students. Using multivariate analysis, teachers' attitudinal beliefs about ELLs in academic settings were compared to teachers' ethnicity, linguistic proficiencies, number of minority students in class, and the amount of diversity preparation. Data for this study were gathered on 564 teachers using a 34-item survey. Findings suggest that attitudes are influenced by multiple factors to varying degrees, and all teachers regardless of ethnicity need to have exposure to diversity issues. Finally, findings suggest that the amount of diversity preparation, purposeful experiences with ELLs, and some degree of bilingualism may result in more positive attitudinal beliefs about language-minority students. (Contains 1 endnote and 8 tables.)

A case study examined a Texas bilingual teacher education program that recruited local paraprofessionals and Mexican teachers (normalistas). Interviews, writing samples, and observations of seven students revealed that normalistas were open to seeing merit in U.S. educational methods, while paraprofessionals began to question the deficit model pervasive in the schools in which they had worked. (Contains 49 references.) (TD)

Surveys of 176 bilingual preK-5 teachers in San Antonio (Texas) schools investigated bilingual teachers' beliefs about the nature of knowledge and the influence of those beliefs on teaching practices. Respondents had specific beliefs about how bilingual children learn, and their beliefs were influenced by prior experiences, especially professional teaching experiences. (Contains 79 references.) (Author/TD)

Ten preservice bilingual teachers went to Mexican elementary and junior high schools to gain a better understanding of immigrant students' needs. They gathered data on school structure, classroom interactions and management, and educational strategies. They found that Mexican children achieve despite disadvantaged conditions, immigrant students need a transition period, and bilingual teachers must understand immigrant students' prior educational experiences. (TD)

The author examines the use of photographs of classrooms in a Mexican school as instructional aids. Topics include instructional snapshots, classroom strategies, and teacher retreats.

The K-12 population has increased dramatically over the past 20 years with regard to cultural and linguistic diversity, thereby creating a critical need to prepare teachers for this diversity. This study conducted an analysis of teacher characteristics vis-à-vis their attitudinal beliefs about language-minority students. Using multivariate analysis, teachers' attitudinal beliefs about ELLs in academic settings were compared to teachers' ethnicity, linguistic proficiencies, number of minority students in class, and the amount of diversity preparation. Data for this study were gathered on 564 teachers using a 34-item survey. Findings suggest that attitudes are influenced by multiple factors to varying degrees, and all teachers regardless of ethnicity need to have exposure to diversity issues. Finally, findings suggest that the amount of diversity preparation, purposeful experiences with ELLs, and some degree of bilingualism may result in more positive attitudinal beliefs about language-minority students. [ABSTRACT FROM AUTHOR]