Are We Doing What We Should? Exploring English Language Learner–Related Content Addressed in a Teacher Preparation Curriculum

• In Event: Designing Experiences to Challenge Preservice Teachers' Knowledge and Beliefs of English Language Learners

Abstract

How teacher education programs have responded to researchers' call of preparing mainstream teachers for ELLs remains an open question. In this study, I examined course readings of a nationally ranked teacher education program to see what ELL content is covered in the curriculum. I found first, the status quo of ELLs is more presented than teaching ELLs. Second, ELLs are more considered as part of diverse learners and the issue of teaching ELLs is merged into equity issues. How to meet the linguistic needs of ELLs is overlooked. Third, compared to language, ELLs' culture background is more discussed in readings. This study will help other teacher education programs reflect on their coverage and adequacy of ELL-related content in their curriculum.

Author

• Yue Bian, Michigan State University