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ERIC Number: ED558286
Record Type: Non-Journal
Publication Date: 2013
Pages: 161
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-4715-6
The Relationship of Preservice Teachers to English Language Learners in Mainstream Classrooms
Alford, Susan F.
ProQuest LLC, Ph.D. Dissertation, The University of Nebraska - Lincoln
The purpose of this study is to examine the relationship of preservice teachers by examining their attitudes and perceptions to English Language Learners in the mainstream classroom. An ever-increasing population of ELLs in U.S. classrooms has challenged the preparation of preservice teachers to meet the specific needs of this group of students. Preservice teachers' attitudes toward their ability to connect with ELLs, their self-efficacy toward preparation to teach ELLs, and their attitudes toward language use in the classroom were probed. The research design included both quantitative and qualitative inquiries. A survey was administered to preservice teachers in three teacher preparation institutions to measure preservice teachers' attitudes and perceptions of ELL inclusion, followed by a qualitative inquiry of five teacher interviews examining their experiences with ELLs in more detail. Results showed preservice teachers viewed ELL inclusion in a positive light and believed that ELLs were better served in the mainstream classroom. Preservice teachers were willing to work with other professionals to support ELLs through accommodations made to regular classroom assignments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A