When my teachers think I can, then I know I can: A systematic review

This systematic review investigated teacher expectations of students learning an additional language, in the context of either immigrant students as a minority in the classroom or of all majority-group students learning a foreign language together. Only 28 studies could be located. The review found...

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Bibliographic Details
Published inStudies in second language learning and teaching Vol. 15; no. 2; pp. 301 - 324
Main Authors Rubie-Davies, Christine, Li, Mengnan
Format Journal Article
LanguageEnglish
Published Adam Mickiewicz University 01.06.2025
Adam Mickiewicz University in Poznań
Subjects
Educational evaluation
foreign language
second language
systematic review
teacher expectations
Teachers
Training
United Kingdom
United States
China
Spain
Online AccessGet full text
ISSN2083-5205
2084-1965
DOI10.14746/ssllt.48241

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Summary:This systematic review investigated teacher expectations of students learning an additional language, in the context of either immigrant students as a minority in the classroom or of all majority-group students learning a foreign language together. Only 28 studies could be located. The review found some negative teacher expectations and beliefs towards and about immigrant students. Most teachers appeared to lack training for teaching their second language learners (SLLs), but many appeared reluctant to engage in additional professional development because the offerings were considered inadequate. However, some studies offered detailed descriptions of teacher practices that had significantly increased their SLLs’ learning and psychosocial outcomes. Given the multicultural nature of many of today’s classrooms, there is a clear need for additional studies in this field and for high-quality professional development.
ISSN:2083-5205
2084-1965
DOI:10.14746/ssllt.48241