Hispanic and White Preservice Teachers' Self-Perceived Preparedness to Teach English Language Learners

• In Event: Roundtable Session 17
  In Roundtable Session: Understanding and Analyzing Program Effectiveness in Preservice Teacher Education

Abstract

This qualitative study examined the effects of the introductory second language acquisition (SLA) course on Hispanic and White preservice teachers’ (PSTs) perceptions of preparedness to teach English language learners (ELLs) in mainstream classrooms. The participants of the study were ten Hispanic and eighteen White PSTs attending a mid-sized urban public university in the southwest, U.S. Findings demonstrated that while White PSTs felt inadequately prepared to teach ELLs effectively in mainstream settings, Hispanic PSTs felt more prepared and had higher confidence due to their personal experiences and linguistic backgrounds. Findings also suggested that the SLA course improved all PSTs’, regardless of their ethnic and linguistic backgrounds, perceptions of knowledge and skills, particularly, their confidence to teach ELLs in mainstream classrooms.

Authors

• Refika Turgut, University of Nevada - Las Vegas

• Elif Adibelli, University of Nevada Las Vegas

• Margarita Huerta, University of Nevada - Las Vegas