Preparing Preservice Teachers for English Language Learners: Instructors' Practices and Perspectives

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-1 - Preparing Preservice Teachers to Teach English Language Learners: Issues and Perspectives

Abstract

Objectives or purposes
This paper aims to examine teacher preparation course instructors’ practices in using teaching materials and designing classroom activities to address ELL-related issues in a large Midwest university. It also explores what these instructors have noticed about specific orientations, knowledge, and skills that teacher candidates have or lack to teach ELLs.

Perspective(s) or theoretical framework
This study is framed within Clark and Peterson’s (1986) concept of the teachers’ thought processes. Following Clark and Peterson (1986), we focus on the program instructors’ beliefs and actions: the instructors’ beliefs about preparing pre-service teachers for ELLs, program instructors’ actions including decisions about what ELL topics and activities to include in their courses, as well as the interactive effects of beliefs and actions, especially in terms of the consistency between their beliefs and actions (see Fang, 1996).

Methods, techniques, or modes of inquiry
Mixed methods were used in this study. An online survey about the instructors’ practices in addressing ELL content in their courses was conducted. This was followed by semi-structured interviews with a sample of both graduate student instructors and tenure stream faculty members.

Data sources, evidence, objects, or materials
Data for this study included 51 valid surveys of instructors and 23 semi-structured interviews with course instructors (11tenure-stream faculty members and 12 doctoral student instructors) who are teaching or have taught teacher preparation courses in the past two academic years (2012-2014).

Results and/or substantiated conclusions or warrants for arguments/point of view
Preliminary analysis of the data revealed that whether and how course instructors cover ELL-related issues in their course vary greatly depending on their teaching and educational background, as well as whether pre-service teachers express the demand to ELL-related knowledge and skills. There also exists variability in their course practices to facilitate discussions related to ELLs and to provide experiences of interacting with ELL students. Furthermore, though some instructors value the importance of preparing pre-service teachers with the beliefs and orientations to better teach ELLs, many are not aware of the significance of equipping pre-service teachers with ELL-specific knowledge and skills.

Data also revealed that the instructors notice that many pre-service teachers lack prior knowledge of ELL-related issues and have some misconceptions about ELL students and teaching ELLs. Additionally, they also observe a gap between pre-service teachers’ “theoretical” knowledge, and “practical” teaching skills in general and in ELLs specifically.

Scientific or scholarly significance of the study or work
These preliminary findings suggest that course instructors need organizational support to better prepare pre-service teachers for ELLs. Professional development and useful course materials in ELLs that change their beliefs about ELLs as a special group and support their course content are needed. Similarly, the program needs to provide professional development in ELLs for its instructors, especially graduate student instructors who often lack training in ELLs. There is also a need for instructors to work collaboratively to systematically integrate ELL knowledge and skills in the teacher education curriculum.

Authors

• Yue Bian, University of Washington - Bothell

• Jose Martinez-Hinestroza, Michigan State University

• Guofang Li, University of British Columbia