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=== 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",<ref (name="Youngs2001">{{cite journal | title=Predictors of Mainstream Teachers' Attitudes toward ESL Students | author=Youngs, 1999)Cheryl S. & Youngs, George A. Jr. | journal=TESOL Quarterly | year=2001 | month=Spring | volume=35 | issue=1 | pages=97-120 | jstor=3587861}}</ref> "intensification of teachers workloads when ELLs are enrolled in mainstream classes" (Gitlin, Buenda, Crosland & Doumbia, 2003), and "feels of profession inadequacy to work with ELLSELLS” (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 ELLs and ELL inclusion, leading educators to misdiagnose learning difficulties or misattribute student failure to lack of intelligence or effort”.<ref name="Reeves2006p139">{{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}} p139.</ref> By providing a good learning environment, it will have a positive effect on the students overall success in terms of linguistic, social, cognitive, and academic developments.
Systematic Integration of Culture, Literature and other Disciplines
== References ==
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•TESOL/NCATE Standards for the Recognition of Initial TESOL Programs in P-12 ESL Teacher Education. (2009).
•Snow, M. A., Met, M., & Genesee, F. (1989, June). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL quarterly, 23(2), 201-217.
•Youngs, C. S., & Youngs Jr., G. A. (2001). Predictors of mainstream teachers' attitudes towards ESL students. TESOL quarterly, 35(1), 97-120.
== Further reading ==
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