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I believe that ELL students can achieve academically at the same level as English-only students.
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I make the effort to pronounce the names of my students correctly.
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I interact frequently with ELL students and families outside of school.
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When ELL students have problems in class, I always consider whether cultural differences are involved.
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In general, I believe the parents of ELL students want their children to do well academically.
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I am interested in learning more about the cultures represented by ELL students in my school.
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I resent the presence of ELL students in my school.
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I am interested in learning more about the lives of ELL students and families in my school.
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I believe it is better to know two languages than one.
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I believe incorporating ELL students’ background knowledge is important when I teach.
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Students should not be allowed to speak their home language at school, even in the hallways.
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I think that students whose families are undocumented immigrants deserve the same educational opportunities as all other students.
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I like teaching ELL students.
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I want to learn how to better teach students who are still learning academic English.
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I think that teachers of ELLs should advocate for them.
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All instructional staff (not just ESOL teachers) should share responsibility for working with English language-learning students.
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I demonstrate to the ELL students at my school that I care about them personally.
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When I disagree with someone’s viewpoint, I try to find out more about why they feel that way.
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I believe that more diversity in our school is a good thing.
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I believe that learning more about ESOL can help improve my teaching.
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I think that people and cultures who are different from me, should try to become more like me and my culture.
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I believe that I can learn from my ELL students.
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