Bridging Readiness and Reality: Exploring Pre-Service Teachers’ Preparation to Educate English Language Learners in Southwest Florida

• In Event: Negotiating Identity and Pedagogy: Exploring Language Teachers’ Roles and Experiences Across Multilingual Education Contexts

Abstract

This quantitative study investigates pre-service teachers’ readiness to educate English Language Learners (ELLs) in Southwest Florida—a region experiencing rapid demographic changes. Drawing on survey data from 104 pre-service teachers and guided by Vygotsky’s sociocultural theory, the study employed Confirmatory Factor Analysis (CFA) and descriptive statistics to examine perceptions of cultural and linguistic diversity, teacher preparation, and institutional support. Findings revealed strong support for culturally responsive teaching and the need for more exposure to linguistic diversity. However, concerns regarding insufficient institutional backing and in-service training suggest systemic gaps in preparing teachers for multilingual classrooms. Implications for teacher education programs highlight the importance of revising curricula to better support pre-service teachers in developing the confidence and competence required to work with ELLs.

Authors

• Burhan Ozfidan, Florida Gulf Coast University

• Bruno Halpern, Florida Gulf Coast University