Hispanic Preservice Teachers' Perceptions of Preparedness to Teach English Language Learners in Mainstream Classrooms

• In Event: 58.045 - Fostering Critical Attitudes and Beliefs of Preservice Teachers Toward English Language Learners

Abstract

This qualitative study examined the effects of the introductory level teaching English as a second language acquisition (TESL) course on Hispanic preservice teachers’ (PSTs) perceptions of preparedness to teach English language learners (ELLs) in mainstream classrooms. The participants of the study were eleven Hispanic PSTs attending a large urban public university in Southwest, U.S. Findings demonstrated that Hispanic PSTs felt prepared and had confidence in their ability to work with ELLs due to their personal experiences and linguistic backgrounds. Findings suggest that the course improved PSTs’ self-perceived preparedness to teach ELLs in mainstream and highlighted that all PSTs, regardless of their backgrounds, would benefit from participating in a TESL course.

Authors

• Elif Adibelli Sahin, TED University

• REFIKA Turgut, University of South Carolina - Upstate

• Margarita Huerta, University of Nevada - Las Vegas