Perceptions and Knowledge Base of Preservice Teachers With Backgrounds in Second Language Teaching

• In Event: Preservice Teachers' Perceptions on Their Preparation to Teach English Language Learners

Abstract

Objectives
Given the prominent role of ESL and TESOL teachers in serving ELLs, the purpose of this paper is to understand the perspectives of 11 pre-service teachers (PSTs) with a TESOL or world language minor at a large Midwestern university regarding their preparation to teach ELLs. We explore PSTs perceptions regarding their knowledge, dispositions, and their teacher education program.

Theoretical framework
This paper builds on Johnson’s (2009) sociocultural perspective on second language teacher education. This perspective emphasizes both disciplinary knowledge in language teaching, and the cultural, social and historical settings or macrostructures that influence how teachers learn to teach. From this perspective, teacher preparation needs to also consider how macrostructures determine PSTs dispositions, in addition to the knowledge base in language teaching.

Methods
For this qualitative study, we audio recorded and transcribed 11 semi-structured interviews with TESOL/world languages PSTs. Following Bowen’s (2009) model for thematic analysis, first we highlighted information related to the purpose of our study in each transcript. Second, we identified common themes across PSTs’ perceptions. Third, we used the literature synthesized on Paper 1 to code emerging themes, including dispositions, theoretical knowledge, and connecting theory and practice. Finally, we interpreted the themes to interpret their implications based on the theoretical framework.

Results
Following Johnson’s sociocultural approach to second language teacher education, we examined PSTs’ (1) disciplinary knowledge, and (2) sensitivity to macrostructures. Regarding disciplinary knowledge, interviewees reported learning theoretical knowledge about second language acquisition and strategies to teach ELLs through TESOL minor required courses, offered in the applied linguistics program. However, they reported a lack of confidence in their ability to teach ELLs due to few opportunities to apply the theoretical knowledge, such as teaching whole classes that include ELLs.

Regarding sensitivity to macrostructures, PSTs reported that the teacher education program provided several field experiences to interact with and tutor individual ELLs. Those experiences helped PSTs become aware of factors that influence ELLs’ schooling experiences. According to PSTs, they develop positive dispositions regarding ELLs’ abilities, and home languages through field experiences. However, analysis of transcripts revealed that some PSTs still hold misconceptions about ELLs, such as considering ELLs special needs students, and disregarding family support.

Significance
This study revealed gaps on the preparation of PSTs for teaching ELLs, including gaps in PSTs’ in-class knowledge learning and actual classroom application and gaps in practices that addresses PSTs’ dispositions towards ELLs and their families. The study points at possible directions to better prepare them, including: (1) more programmatic collaboration between applied linguistics and teacher education departments, and (2) redesigning field experiences that challenge PSTs’ misconceptions and dispositions and provide opportunities for connection between theoretical knowledge and classroom practice.

Authors

• Jose Martinez-Hinestroza, Michigan State University

• Yue Bian, Michigan State University

• Lindsay Joseph Wexler, Michigan State University

• Guofang Li, University of British Columbia

• Denisse Maribel Hinojosa-Vieyra, Michigan State University