The Reflection of Neoliberalism in Rural Preservice Teachers' Perceptions of Teaching English Language Learners

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Abstract

This study examined the reflection of neoliberalism on rural preservice teachers’ perceptions of teaching English Language Learners (ELLs). The author interviewed and observed 17 white preservice teachers enrolled in a required multicultural education course at a regional university in the U.S., and investigated how they perceived teaching ELLs. Data indicated that the preservice teachers held a deficit ideology regarding linguistic minorities while considering this group of learners as a potential market and hoping to receive more training on teaching ELLs as a way to gain better employment opportunities. The preservice teachers hoped to obtain quick-fix skills for ELL classroom management, seeking external approval of what (not) to teach about diversity.

Author

• Yoonjung Choi, Ewha Womans University