From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida

Abstract

The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” evaluated their preparedness for and efficacy in working with ELLs in mainstream classroom settings. Our analysis of 85 survey responses revealed a positive relationship between teachers' views of their preparation for and effectiveness in teaching ELLs. A positive association was also found between teachers' ability to speak a language other than English (LOTE) and their level of preparedness to teach ELLs. Teacher graduates considered direct field experiences with ELLs to be the most helpful component of the preservice preparation program. Survey findings and implications for teacher preparation programs and the preparation of high-quality teachers of ELLs are discussed.

Notes

*The order of authors is alphabetical.

¹In this article we refer to “preparation programs” as those programs specifically designed for preservice teachers, unless otherwise noted.

²ESOL (English for Speakers of Other Languages) is the term used in place of ESL in most K–12 contexts in Florida.

³This court order is commonly referred to as the Florida Consent Decree.