Abstract
Research was conducted over a hundred hours at a nearby public school to observe the growth or fixed mindset language of English learners as compared to native English speakers in the second grade. Observations were also made of the English learner’s teacher’s mindset language. Existing research proves that any student with a fixed mindset have poorer academic performances. Yet, very little research has been done on if the same is true for English learners specifically. Based on the research conducted, English learners are more likely to use fixed mindset language than native English speakers. English learners also demonstrate a fixed mindset nonverbally, so teachers of English learners may benefit from looking out for some different signs than those of English learners. Teachers’ use of fixed mindset likely further damaged English learner’s self-esteems.
Although four months is too brief a period of time to observe a noticeable change in a child’s mindset, teacher’s mindset language and children’s responses to it were observed and suggestions were made based on existing research. Existing research also discusses how growth mindset can be explicitly taught – especially through literacy. Thus, this research suggests ways to encourage a growth mindset in English learners through explicit teaching. Teachers of English learners, as leaders, have the opportunity to help foster English learners’ academic success and self-esteem through promotion of a growth mindset.
Start Date
28-3-2018 9:10 AM
End Date
28-3-2018 10:00 AM
Presentation Type
Paper
Disciplines
Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Early Childhood Education | Educational Methods | Elementary Education
Full Text of Presentation
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Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons
Privileged Leadership: Teaching English Learners With Fixed Mindsets
U-Hall 3-100
Research was conducted over a hundred hours at a nearby public school to observe the growth or fixed mindset language of English learners as compared to native English speakers in the second grade. Observations were also made of the English learner’s teacher’s mindset language. Existing research proves that any student with a fixed mindset have poorer academic performances. Yet, very little research has been done on if the same is true for English learners specifically. Based on the research conducted, English learners are more likely to use fixed mindset language than native English speakers. English learners also demonstrate a fixed mindset nonverbally, so teachers of English learners may benefit from looking out for some different signs than those of English learners. Teachers’ use of fixed mindset likely further damaged English learner’s self-esteems.
Although four months is too brief a period of time to observe a noticeable change in a child’s mindset, teacher’s mindset language and children’s responses to it were observed and suggestions were made based on existing research. Existing research also discusses how growth mindset can be explicitly taught – especially through literacy. Thus, this research suggests ways to encourage a growth mindset in English learners through explicit teaching. Teachers of English learners, as leaders, have the opportunity to help foster English learners’ academic success and self-esteem through promotion of a growth mindset.
