Research on Preparing Preservice General Education Teachers to Teach English Language Learners

• In Event: 29.053 - CANCELLED: Preparing Linguistically Responsive Teachers Across the Professional Continuum

Abstract

Purpose
Learning to teach ELLs is a complex undertaking, with the needed perspectives, knowledge, and skills developing over time. The proposed paper focuses on preservice teacher education as the first phase in the development of this expertise. Because the need to prepare general education teachers for linguistic diversity is recent, Lucas and Ginberg’s (2008) literature review on this topic included only a handful of studies focused on preservice teachers, all published prior to 2005. Since then a growing number of studies has appeared in print. This paper synthesizes the research on the pre-professional preparation of teachers for ELLs published since 2005 and critically appraises the practices depicted in this literature.

Perspectives
The paper used the central tasks of teacher learning proposed by Feiman-Nemser (2001) for the preservice phase in learning to teach as a framework for synthesizing the research on the preparation of teachers for linguistic diversity. The results of this initial analysis were then critically assessed in relation to the theoretically informed vision of the linguistically responsive teacher proposed by Lucas and Villegas (2011). From this perspective, teachers are considered sociolinguistically conscious, respectful of linguistic diversity, committed to acting as advocates for ELLs, skilled at learning about ELLs in their local settings, familiar with key principles of second language learning, familiar with the language demands of classroom tasks, and skilled at scaffolding instruction for ELLs.

Methods and Data Sources
Empirical studies for this review were identified through computerized searches of major databases, including EBSCO, Academic Premier, and PsycLIT. We sought studies published in peer-reviewed journals since 2005. To capture the most recent research available, we also included dissertation studies completed since 2009. Because a nation’s economic, political and policy forces have enormous impact on research, we focused on studies conducted in the U.S. only. This process yielded nearly 90 studies for review. Each article was read by all three authors for purposes of ensuring a common basis for discussing our collective interpretations. The studies were analyzed in two phases, as discussed above.

Results
The research focused mostly on having teacher candidates inspect their own beliefs about ELLs and develop an understanding of the lives of students who are linguistically different from the English-speaking norm in the U.S. Relatively little attention was paid to developing a beginning repertoire for teaching ELLs or cultivating skills to study teaching. While this literature gives attention to developing the orientations of linguistically responsive teachers identified by Lucas and Villegas, major gaps were evident in terms of developing teacher candidates’ understanding of principles of second language learning and their implications for teaching, understanding the language demands of classroom tasks, and developing skills for scaffolding instruction for ELLs.

Scholarly Significance
Although the empirical research on preparing future generalists to teach ELLs has expanded considerably in the last eight years, few attempts have been made to systematically identify, comprehensively synthesize, and critically appraise this literature. The proposed paper addresses this gap in the knowledge base and offers recommendations for future research and practice.

Authors

• Ana Maria Villegas, Montclair State University

• Adrian D. Martin, New Jersey City University

• Tammy Mills, Montclair State University