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ERIC Number: EJ980747
Record Type: Journal
Publication Date: 2012
Pages: 26
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0887-8730
Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University TESOL Educators
Peter, Lizette; Markham, Paul; Frey, Bruce B.
Teacher Educator, v47 n4 p302-327 2012
This study investigates the role that a socioculturally grounded university English to Speakers of Other Languages (ESOL) program played in shaping teachers' work with English Language Learners (ELLs). Subjects were a group of teachers at "Wheatland Elementary School," a newly designated ESOL site for a school district in Kansas. From an analysis of teachers' comments on course evaluations, written class assignments, formal observations of their post-coursework instruction, and a questionnaire administered at the onset and conclusion of an 18 credit-hour program, we examined changes in teachers' (a) attitudes toward ELLs, (b) beliefs about how children acquire second languages, and (c) knowledge of pedagogical practices that promote successful language and content learning. Our findings suggest that well-planned university programs influence even very experienced teachers and those who may be ambivalent toward ESOL endorsement mandates, and policies that limit the requirements for those seeking state ESOL endorsement may be ill advised. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas