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ERIC Number: EJ1111871
Record Type: Journal
Publication Date: 2014
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1535-0517
EISSN: N/A
Multicultural Teacher Education: Why Teachers Say It Matters in Preparing Them for English Language Learners
Kolano, Lan Quach; Dávila, Liv Thorstensson; Lachance, Joan; Coffey, Heather
CATESOL Journal, v25 n1 p41-65 2013-2014
Numerous studies show that mainstream classroom teachers still remain inadequately prepared to teach diverse students and lack the knowledge base and skills to teach English language learners (ELLs). This has profound implications, particularly in the Southeast, where the rate of school-aged Latino immigrants has grown significantly. Thus, this study examined the perceived effectiveness of teacher-training programs and professional-development experiences of 157 content-area teachers in North and South Carolina. Specifically, researchers analyzed self-report questionnaire data from teachers to explore the role of academic course work, professional development, and multicultural experiences in preparing teachers to work with ELLs and other diverse learners. Overall, teachers overwhelmingly reported feeling underprepared to work with this population until they sought more substantive academic training and professional-development experiences. Teachers had diverse experiences but reported that the quality of courses and depth of multicultural experiences had an impact on their attitudes and classroom practices.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; South Carolina
Grant or Contract Numbers: N/A