Portrait of the ESL teacher: Survey data from elementary schools in Massachusetts

Abstract

This paper reports the findings of a survey of randomly selected third‐grade English as a Second Language (ESL) teachers throughout the state of Massachusetts. The initial intent of this research was to determine what models of ESL instruction are most widely used in elementary schools throughout the state and what sorts of cooperating teachers would be available to mentor our preservice teachers. The survey data, however, also helped create a profile of elementary ESL specialists, including their professional preparation, job status, and perceptions of their role, and their suggestions for improving the delivery of ESL services. Implications for both schools and teacher preparation are included.