A Look Through the Eyes of Preservice Educators and In-Service Teachers on English Language Learner Students

• In Event: Teacher Perspectives on English Language Learners and Diverse Learners: Translations of Theory Into Classroom Practices

Abstract

English Language Learners in PK-12 schools have increased by over 50% between 1997 and 2007 (NCELA, 2007) thereby necessitating that teachers possess knowledge of how to teach language and content (Genesee, 2006). Researched indicators suggest that for many mainstream teachers this knowledge has been “lost in translation” from theory to practical applications (e.g., Reeves, 2006). In this study, the researchers explore perspectives of pre-service teachers and administrators along with in-service teachers using global and factor scores from the KASELL instrument (Durgunoğlu & Hughes, 2010). We examine teacher, school level and demographic variables with respect to their influence on KASELL scores. Lessons learned, implications for practice, and extensions to existing lines of inquiry are presented.

Authors

• Marisa Anne del Campo, University of Connecticut

• Mary E. Yakimowski, University of Connecticut