The Impact of a Preparation Program for English Language Learner Writing on the Efficacy of Preservice Teachers

• In Event: Promoting Teachers' Capacity to Address Linguistic Diversity

Abstract

Preservice teachers (PSTs) in the United States (U.S.) graduate from teacher preparation programs with low efficacy for English language learner (ELL) writing instruction, primarily due to a paucity of methods courses. The present study includes a qualitative examination of the experience of six PSTs who participated in an extracurricular preparation program called Becoming Teachers of ELL Writing (BTEW). Findings showed that the PSTs demonstrated substantial increases in efficacy and teaching quality throughout BTEW which they attributed to a) autonomy over the classroom, b) team teaching with other PSTs, and c) opportunities to teach the same lesson multiple times. Implications include the need for targeted ELL writing methods courses that provide both pedagogical and content knowledge coupled with field experiences.

Authors

• Stephanie Michelle Moody, Towson University

• Li-Jen Kuo, Texas A&M University - College Station

• Zohreh R. Eslami, Texas A&M University - College Station