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=== Culture ===
Culture is the third issue that may not always be recognized in a mainstream classroom. Many teachers overlook culture and try to jump right into English and content knowledge without knowing their students backgrounds. Teachers need to be open to learning new cultures and having their student embrace all cultures in the classroom. By taking great strives to learn about each other’s values and beliefs the teacher and student would not only maximize the effectiveness of ESL but make it a successful learning experience for all involved. A student who is shy or reluctant to answer questions may be more outspoken when talking about their own values that tie in with their home life. An ESL teacher, in a study called Losing Strangeness to Mediate ESL Teaching, “connects culture to religious celebrations and holidays and the fusion invites students to share their knowledge” (Rowsell, Sztainbok, & Blaney, 2007, p.147).<ref name="Rowsell2007">{{cite doi|10.2167/lcc331.0}}<!-- Rowsell, J., Sztainbok, V., & Blaney, J. (2008). Losing strangeness: using culture to mediate esl teaching. --></ref> This will encourage students to open up and talk about their cultural backgrounds and traditions within their family. “Teachers who encourage CLD students to maintain their cultural or ethnic ties promote their personal and academic success”.<ref name="Herrera2007p90">{{Cite book | last = Herrera | first = Socorro | last2 = Murry | first2 = Kevin | last3 = Cabral | first3 | Robin | title = Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students | publisher = Pearson/Allyn and Bacon | ___location = Boston | year = 2007 | isbn = 9780205492718 | page = 90 }}</ref> Students should not lose their identity but gain knowledge from their culture and the world around them. Therefore it is beneficial to bring culture into the ESL classroom in order for the students to feel a sense of worth in school and in their lives.
=== Teacher attitude ===
The fourth critical issue is the attitudes of the teachers which plays a major role in the ESL classroom. Some teachers may have a negative, unwelcoming attitude. Research shows that teachers negative attitudes may stem from “chronic lack of time to address ELLs’ unique classroom needs (Youngs, 1999), intensification of teachers workloads when ELLs are enrolled in mainstream classes (Gitlin, Buenda, Crosland & Doumbia, 2003), and feels of profession inadequacy to work with ELLS (Verplaetse, 1998)”.<ref name="Reeves2006p136">{{cite journal | url=http://people.uncw.edu/caropresoe/EDN523/Secondary_MSAttitudes_QE%2BCS.pdf | accessdate = July 4, 2011 | title=Secondary Teacher Attitudes toward including English-Language Learners in Mainstream Classrooms | author=Reeves, Jenelle R. | journal=Journal of Educational Research | year=2006 | volume=99 | pages=131-142 | issn=ISSN-0022-0671}} p136.</ref> Also, the lack of training will have a huge impact on their teaching practices and professional development. The teachers will then be stressed and nervous to go about a lesson. Their anxiety will roll over into the classroom and have a negative impact on the ESL students’ performances. “Teachers’ language-acquisition misconceptions may color their attitudes towards
Systematic Integration of Culture, Literature and other Disciplines
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== References ==
{{reflist}}
•TESOL/NCATE Standards for the Recognition of Initial TESOL Programs in P-12 ESL Teacher Education. (2009).
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