I Believe I Can: Service-Learning to Raise Preservice Teachers' Efficacy With English Language Learners

• In Event: 66.027 - Countering Deficit Discourse: Preservice Teachers' Experiences in Field Placements

Abstract

Preservice teachers have low self-efficacy for teaching English language learners (ELLs), because they lack cultural competence and understanding of second language acquisition. Service-learning with ELLs may be able to raise their efficacy. This study asks (1) if service-learning significantly improves preservice teachers’ efficacy with ELLs? (2) do ELL learning sites significantly differ in developing efficacy during service-learning? 200 participants served in three ELL location types: PreK-12, intensive English program, and community adult ESL. Survey results indicated that while all locations improved efficacy, this improvement depended on participants’ initial levels of efficacy and the site’s focus on language and cultural development. Preservice teachers should serve in adult ELL settings to develop their efficacy, before they work with ELL children in schools.

Authors

• Randall Allan Garver, Texas State Technical College

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

• Fuhui Tong, Texas A&M University - College Station