Changing Preservice Teachers' Knowledge, Attitudes, and Beliefs Regarding Second Language Acquisition and English Language Learners

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-6 - Examining Teacher Candidate Assessment and Teacher Identities

Abstract

This mixed-method study investigated changes in preservice teachers’ (PSTs) pre-existing knowledge, attitudes and beliefs regarding second language acquisition (SLA) and English Language Learners (ELLs) following one semester TESL course and identified factors contributing to their knowledge, attitudes, and beliefs. Data were collected from 36 PSTs through questionnaires, post-instruction reflection, and course evaluations. Quantitative findings revealed significant changes in PSTs’ knowledge, attitudes and beliefs regarding ELLs and SLA. Qualitative findings revealed the impacts of teacher characteristics (the course instructor’s being a nonnative speaker of the English language) and the five instructional activities (mini-lessons in foreign languages, case-studies, group discussions on myths about ELLs and SLA, interviewing an ELL student, and awareness-raising readings and videos) on PSTs’ knowledge, attitudes and/or beliefs.

Authors

• Refika Turgut, University of South Carolina - Upstate

• Elif Adibelli Sahin, TED University