Experiencing the needs and challenges of ELLs: Improving knowledge and efficacy of pre-service teachers through the use of a language immersion simulation

Figures & data

Table 1. Sample survey statements on understanding

Understanding the ELL perspective (sample statements)	N	Pre-survey							Post-survey							Significant (2-tailed) p-value
		SD	D	SlD	SlA	A	SA	M	SD	D	SlD	SlA	A	SA	M
7. I understand what it is like to be a second-language learner	87	31	19	7	12	12	6	2.73	0	0	1	18	33	32	5.14	.000^*
15. I am confident I can describe challenges many ELLs face as they learn concepts and skills in the specific subject(s) I teach	86	6	15	19	29	14	3	3.45	0	0	1	27	44	14	4.81	.000^*
29. I have an understanding of the challenges associated with learning a new language	87	5	6	11	18	29	18	4.31	0	0	2	13	38	34	5.20	.000^*

Notes: SD: strongly disagree (1); D: disagree (2); SlD: slightly disagree (3); SlA: slightly agree (4); A: agree (5); SA: strongly agree (6); M: mean.

* Significant at the p < .001 level.

Table 2. Sample survey statements on confidence

Confidence in teaching (sample statements)	N	Pre-survey							Post-survey							Significant (2-tailed) p-value
		SD	D	SlD	SlA	A	SA	M	SD	D	SlD	SlA	A	SA	M
20. I am confident I can describe pedagogical strategies that help ELLs learn concepts and skills for the subject(s) I teach	87	10	21	25	22	7	2	3.01	0	3	12	36	21	15	4.39	.000^*
21. I am confident I can effectively implement strategies that help ELLs acquire more sophisticated English language vocabulary and grammatical structures	86	6	19	17	31	13	1	3.34	0	1	3	38	31	13	4.60	.000^*
31. I feel prepared to teach ELLs	87	19	22	29	13	4	0	2.55	1	6	13	39	19	9	4.12	.000^*

Notes: SD: strongly disagree (1); D: disagree (2); SlD: slightly disagree (3); SlA: slightly agree (4); A: agree (5); SA: strongly agree (6); M: mean.

* Significant at the p < .001 level.

Figure 1. Model depicting the theorized process of learning derived from the shock-and-show simulation.