Nilufer Guler

The number of English language learners (ELLs) attending U.S. schools is increasing each year. Mainstream teachers have a significant role in the academic success of ELLs because these students spend most of their school time in mainstream classes, and they are pulled out of the classroom for a few hours a day to receive ELL services. This study reviews the literature to find out what is known about mainstream teachers' perceptions of ELLs, and reveals that mainstream teachers' perceptions of ELLs may change from positive to extremely negative. Even though some mainstream teachers may have positive perceptions of this student group, they may have misconceptions about ELLs and/or minimal professional development training in regards to these students, and teaching to this student group may cause stress and frustration for these teachers. In addition, this study brings to light some of the reasons for mainstream teachers' negative perceptions of ELL students, and provides some implications to prepare mainstream teachers to better teach ELLs.

Mir Abdullah Miri

LEOW, RONALD P. Explicit Learning in the L2 Classroom: A Student-Centered Approach. New York, NY: Routledge, 2015. Pp. x, 281. $37.56. ISBN 978-0-415-70706-0.

Nile Stanley

SUSKIND, DANA. Thirty Million Words: Building a Child’s Brain. New York, NY: Penguin Random House, 2015. Pp. 308. $28.00. ISBN 978-0-525-95487-3.

UI Research Center

The 4th Untested Ideas International Research Conference Building Global Connections in Research and Practice June 24 – 26, 2016