What Drives Preservice Teacher Attitude Toward English Learners in Elementary Mainstream Classrooms?

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-1 - Teacher Perceptions of Supporting the Needs of Diverse Learners

Abstract

This quantitative study aimed (1) to investigate preservice teachers’ attitude toward English learners (ELs) in mainstreams classrooms in four dimensions: L1 use, teacher confidence, academic contributions for ELs success, and non-academic contributions for ELs success, and (2) to examine whether the dimensions differ as a function of preservice teachers' L2 proficiency, international travel experience, and diversity experiences. Data from 192 preservice teachers were analyzed using factor analysis and descriptive analysis. Results indicated a positive attitude toward L1 use in mainstream classroom, moderate confidence teaching ELs, and a positive attitude toward both academic and non-academic contributions for ELs success, with higher attitude toward non-academic contributions. Teacher with more diversity experience or with higher L2 proficiency reported higher confidence for teaching ELs.

Authors

• Qizhen Deng, University of Nebraska - Lincoln

• Guy Trainin, University of Nebraska - Lincoln

• Jenelle R. Reeves, University of Nebraska - Lincoln

• Stephanie Wessels, University of Nebraska - Lincoln