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This project explores the existing imbalance that exists between teacher preparation and the rising number of English Langauge Learners (ELL) in American classrooms. Teachersâ views on their own feelings of preparedness or lack thereof will be examined with respect to their levels of experiences and self-efficacy. Aspects of current teacher preparation programs will be evaluated to the extent of the scope of their effectiveness. The conceptual framework established in the 2009 Issue Paper from the National Comprehensive Center for Teacher Quality for preparing teachers of English Language Learners identifies five important elements of teaching these students. These categories include the sociocultural and political foundations for teaching ELL, the foundations of Second-Language acquisition, knowledge for teaching academic content to ELL, effective instructional practices for teaching academic content to ELL, and assessment practices and accommodations for ELL. This paper will explore the research in each one of these categories, and will use that framework as a method of organization for the study that was conducted from the fall of 2011 to the fall of 2012. As a part of the methodology of the study, teacher questions about teaching ELL students were identified and organized according to the framework. The results will influence recommendation for current and future teacher preparation programs. Keywords: English Language Learners, self-efficacy, teacher preparation
Patricia M. Hart
Primary Advisor's Department
Stander Symposium poster
Harper, Carol A., "Research exercise: Improving Teacher Preparation to Enhance Academic Achievement of English Language Learners" (2012). Stander Symposium Posters. 75.