scholarly journals Elementary teachers perceptions of preparedness to teach English Language Learners

2019 ◽  
Vol 14 (10) ◽  
pp. 349-357
Author(s):  
Wissink Barbara ◽  
Starks Suzanne
Keyword(s):  
English Language Learners ◽  
Elementary Teachers ◽  
Language Learners ◽  
English Language ◽  
Teachers Perceptions ◽  
Preparedness To Teach

The lived experience of teaching literacy to English language learners among experienced, mainstream, elementary teachers using a coculturation perspective

2015 ◽  
Author(s):  
◽  
Jennifer Stegall
Keyword(s):  
English Language Learners ◽  
Elementary Teachers ◽  
Lived Experience ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
University Of Missouri ◽  
Teachers Perceptions ◽  
Qualitative Phenomenology ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Given the growing number of English Language Learners (ELL) in elementary schools and their potential struggles with literacy development, this qualitative phenomenology used a coculturation perspective to investigate the lived experience of teaching literacy to ELLs in mainstream elementary classrooms. In-depth interviews were conducted to learn about teaching literacy to ELLs among experienced, mainstream elementary teachers in the Midwest and South. Three shared experiences emerged: a) teachers negotiated a range of personal emotions, b) teachers drew on relationships as resources, and c) teachers perceptions of literacy for ELLs evolved. Findings indicated that participants realized they will probably have ELLs in their classrooms and teaching ELLs can be challenging yet satisfying. As the ELL population continues to grow, teachers will need to rely on others to help ELLs overcome their struggles with literacy development. Teaching literacy to ELLs is a process of discovery and teachers need to be open for potential changes in perceptions that will help them provide more effective literacy instruction. This study revealed that educators need to develop expertise throughout their careers.

From Preservice to Inservice

2018 ◽  
pp. 1765-1787
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Teaching English ◽  
Language Teacher ◽  
Teachers Perceptions

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

From Preservice to Inservice

2015 ◽  
Vol 5 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Practice ◽  
Inservice Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Follow Up Study

Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.

scholarly journals Teachers’ Perceptions of their Preparation for Teaching Linguistically and Culturally Diverse Learners in Rural Eastern North Carolina

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Debra D. O'Neal ◽  
Marjorie Ringler ◽  
Diane Rodriguez
Keyword(s):  
North Carolina ◽  
English Language Learners ◽  
Language Learners ◽  
Rural Areas ◽  
English Language ◽  
Formal Education ◽  
Second Language Learners ◽  
The United States ◽  
Teachers Perceptions ◽  
Eastern North Carolina

The number of English language learners (ELL) students in the US is increasing dramatically. The growth is even more evident in rural areas of the United States such as North Carolina where teachers are facing classrooms with a majority of second language learners. The authors conducted a study interviewing 24 teachers at a rural elementary school in eastern North Carolina. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses. All teachers showed a strong desire to learn more at this time in their careers, but emphasized their lack of prior training. The study found that even though teachers lacked confidence, they were effectively educating this growing population. The authors discuss the responsibility of Institutions of Higher Education (IHE) to provide formal education in teaching students from diverse language backgrounds.  

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