Teacher Preparation for ELLs

Teacher Preparation for ELLs

Ally Baltas

Longwood University

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Dr. Snow
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Teacher Preparation for ELLs

Part 1: Literature Review
More frequently teachers are finding their classes to be made up of students from
increasingly diverse linguistic and cultural backgrounds. Many of these English
Language Learners (ELLs) know minimal English, if any English at all. As exciting as it
is to have an assortment of cultures making up a classroom it can be daunting if a teacher
is not properly equip to teach these students. Not only do teachers across all grade levels
lack the training, as they have not been required to or given the opportunities to learn
about teaching ELLs, many also openly admit they do not feel prepared or confident in
their abilities to appropriately teach ELLs. ELLs do not seem to be well supported by
classroom teachers because many such teachers lack understanding of how their roles and
teaching approaches can best support ELLs needs (Yoon, 2008, p. 495). Research
supports the idea that teachers are not properly prepared and it is unfairly impacting these
students. Many factors affect ELL students; these are just a few: lack of teacher
preparation, attitude, unrealistic expectations, misconceptions, and lack of appropriate
tools and strategies.
Pre-service teachers are typically not required to enroll in classes and current
mainstream teachers are not obligated to attend professional developments related to
teaching ELLs, which can be seen as a preliminary problem. In 2005, according to de
Jong and Harper, from a survey of 417 higher-education institutes, less than one in six
higher education programs required any preparation for mainstream elementary or
secondary teachers regarding ELLs. In another article, Harper and de Jong (2005) say:
teachers must develop the knowledge, skills, and dispositions that reflect an
awareness of three dimensions: the process of learning a second language, the role of
language and culture as a medium in teaching and learning, and the need to set explicit
linguistic and cultural goals. (2005, p. 118)
This statement reinforces that mainstream teachers need to have a basic
understanding about how learning new languages occur and ways a native language
assists in learning a new language in order to successfully teach students English and
understand when and why students may be struggling. Lucas, Villegas, and Freedson-
Gonzalez recommend ways to prepare teachers to teach ELLs. First, we suggest that a
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separate course be added to the teacher education curriculum namely, one devoted to
teaching ELLs and one that all preservice teachers are required to take (2008, p. 370).
Adding a required course for pre-service teachers to take could greatly impact the
teachers as well as their students. Lucas, Villegas, and Freedson-Gonzalez also suggest
professional development for teacher educators to ensure those instructing future teachers
are also knowledgeable about teaching ELLs.
Teachers who are not well informed about the process of learning a new language
will not be knowledgeable of methods that would benefit a student learning English and
tactics that would maximize an ELLs experiences. There are a variety of strategies
teachers can use as well as some strategies to avoid when teaching ELLs. Teachers should
be cautious when using expressions and idioms, as ELLs may not understand these
expressions. It should be remembered that ELLs simply being exposed to native speakers
will not guarantee interaction between the students. Acquiring academic language
requires explicit modeling and instructional focus. Teachers should be continuously
modeling academic language when speaking to ELLs as well as the class as a whole (de
Jong & Harper, 2005, p. 105). It is integral to make structured opportunities for ELLs to
engage actively in determining the meaning of academic language part of curriculum
planning.
Frequently, studies have been conducted on the topic of teacher attitudes towards
having ELLs in their classroom. Although the primary problem is usually that teachers
are not prepared to teach ELLs this lack of preparation can be tied to an overall
apprehension of teaching ELLs. Karabenick and Nodas study focused on teachers from
two perspectives (1) teachers beliefs, attitudes, and practices on ELL-related issues and
(2) differences between teachers who were more versus less accepting of ELLs in their
classes. According to Karabenick and Noda attitudes are important because they affect
teachers motivation to engage with their students, which can, in turn, translate into
higher student motivation and performance (2004, p. 56). Imagine having a teacher
continuously in a bitter mood this would make any student feel uncomfortable, less
inclined to put forth effort, and nervous to ask for assistance. Now, imagine an upbeat,
encouraging teacher that radiating positivity would encourage students to want to learn
as well as not being afraid to ask questions. Teachers are more likely to be effective and
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engaging with ELLs when they feel equipped themselves to appropriately teach all their
students.
Differentiation and scaffolding allows students to learn at their appropriate levels.
Just as it would be wrong to assume all students in a class are going to meet the same
expectations ELLs should not be held at the same expectations as native English
speakers. According to Harper and de Jong (2005, p. 154), common misconnections
about ELLs, stem from two common assumptions. The first assumption is the needs of
ELLs are the same as the needs of non-ELLs, while the second is that the discipline of
English as a second language is the same for diverse learners. Since many mainstream
teachers have not taken classes or attended PDs geared toward appropriately teaching
ELLs there is no way these teachers would know these assumptions are incorrect and
how to best instruct ELLs. Teachers need to learn that what works for native English
speakers will not always work for ELLs and it cannot be assumed that students will learn
English in another class.
After much research has already been conducted as for how prepared teachers feel
they are to teach ELLs, how well these students have adapted in mainstream classrooms,
and how teacher preparation impacts ELLs, there are still lingering questions: What is
being done to better prepare teachers to adequately teach ELLs? If teachers have received
preparation, how do they feel about the preparation? Are they more confident in their
abilities? Lastly, what can be done in the future to make sure teachers are prepared to
teach ELLs?
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Part 2: Research Proposal

A. Purpose:
This study will enable me to gather data and determine whether pre-service
teachers feel prepared to adequately teach English Language Learners (ELLs) in
mainstream classrooms. The purpose of this study is also to determine how teachers
feel about the preparation they receive, if any at all, and whether it has impacted the
way they view their capabilities of teaching ELLs and their views on having ELLs in
their classes.
B. Guiding Principles:
Teachers do not feel prepared or confident in their abilities to adequately
teach ELLs (Lucas, Villegas, & Freedson-Gonzalez, 2008, p. 361)
General education teachers lack the appropriate teaching approaches for
the best way to support ELLs (Yoon, 2008, p. 495)
Pre-service teachers are not required to take courses that prepare teachers
in educating ELLs (de Jong & Harper, 2005, p. 102)
Teacher attitudes towards ELL impacts their success in the classroom
(Karabenick & Noda, 2004, p. 71)
C. Research Question:
How can I best be prepared to appropriately teach ELL students in my
class?
How will being adequately prepared to teach ELL students in a
mainstream classroom impact my students?
D. Method:
Participants: I will use Longwood Universitys pre-service general
education teachers beginning the Teacher Preparation Program (K-12). I
will explain to the participants that I am researching whether teachers are
prepared to teach ELLs in their classroom and am beginning with pre-
service teachers. Participants would be asked to disclose how prepared
they feel, prior to beginning their coursework, to teach ELL students in a
mainstream classroom. Midway through their coursework they would
update their information as to how prepared they feel and lastly, at the end
of their program they again would disclose how prepared they feel to
teach ELL students in a general education classroom.
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Materials: I will create a survey that the pre-service teachers will fill out
three times once at the beginning of their program (following their
acceptance into the Teacher Prep Program), again halfway through the
program (midway through their coursework), and lastly at the conclusion
of their program. The survey will have questions and statements that the
participants will mark whether they strongly disagree (1), are neutral (3),
or strongly agree (5) with on a scale of one to five. There will be space
provided where participants can write any notes where they may wish to
expand on a selected answer.
Method: This study will begin once students are accepted into the Teacher
Prep Program at Longwood University. After being accepted into the
program I will present the study to all K-12 pre-service teachers
explaining how they will be surveyed three times to see their progression.
I will explain that the purpose of the study is to determine how prepared
teachers are for teaching ELLs in a mainstream classroom. This study will
help determine what, if at all, needs to be done to prepare teachers to
adequately teach ELL students.
Data Collection: Data will be collected three times throughout the study,
as mentioned above. At the end of the study I will ask the participants to
write, at the end of their final survey, what they think could be done to
best prepare pre-service teachers to teach ELL students, if they feel as
though they are not appropriately prepared. For example, adding a
required course for pre-service teachers that is specifically for teaching
ELLs.
Data Analysis: I will analyze the data by reviewing each survey
completed by the participants. The data will be entered into a chart to see
if there is progression for how the participants feel they are prepared to
teach ELLs and why. The data will then be compared between various
participants to determine if certain courses pre-service teachers were
enrolled in impacted their results.
E. Educational Importance:
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This study has a lot to offer to not only teachers but also to ELL students. This
could help push to increase the amount of higher education institutes that require
pre-service mainstream elementary, middle, and secondary teachers to take a
course regarding the education of ELLs. If this study can influence the increase in
number of pre-service teachers being more prepared to teach ELL students it will
greatly impact all the ELL students these teachers encounter. This could also
impact non-ELL students as their teachers will be able to maximize the use of
instructional time since the teachers can maneuver their lessons to reach and
challenge ELLs while also challenging non-ELL students. Overall, this could
positively impact teachers and their classes as a whole.
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Annotated Bibliography
Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of
teachers' beliefs and attitudes toward English language learners. Bilingual Research
Journal, 28(1), 55-75.

This article studied the impact of teachers beliefs, attitudes, practices, and needs
related to English Language Leaners. The findings of this article were that teachers who
were more accepting of ELLs in their classes were more likely to agree with the idea that
an ELLs first language proficiency enhances their performance in school and does not
negatively impact the student learning a second language. Lastly, this study proved it is
necessary for professional development and training to prepare teachers with content
knowledge and instructional skills appropriate for good instructional practice and build
their own self-confidence when it comes to teaching ELL students.

Yoon, B. (2008). Uninvited guests: The influence of teachers roles and pedagogies on the
positioning of English language learners in the regular classroom. American Educational
Research Journal, 45(2), 495-522.

This article focused on specific factors surrounding the classroom teacher that
impact how English Language Learners interact in the class, are treated, learn, and how
the teachers preparation deeply impacts ELLs. The first key idea mentioned in this article
was that general education classroom teachers lack the appropriate teaching approaches
for the best ways to support ELLs it is not only the ESL teachers responsibility to teach
ELLs, it is also the responsibility of the classroom teacher. Something I found interesting
in this article is that it states ELLs engagement depends on the teachers approach to the
students and that non-ELLs typically follow the way the teacher interacts with ELL
students.

Janzen, J. (2008). Teaching English language learners in the content areas. review of
Educational research, 78(4), 1010-1038.

This article focused on current research that reviews teaching English Language
Learners in four content areas: history, math, English, and science. Language is a key
factor in allowing students to grasp a deeper level of understanding in various ways,
therefore, it is important for students to have adequate language skills which means
teachers need to make sure they are teaching their students the appropriate skills at their
levels (explicit instruction). An important factor that really impacts students and teachers
is that content-area teachers do not have the opportunities to learn about working with
ELLs.

Reeves, J. R. (2006). Secondary teacher attitudes toward including English-language

learners in mainstream classrooms. The Journal of Educational Research, 99(3), 131-
143.
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This article discusses the research on the attitudes of secondary teachers towards
the inclusion of ELLs in general education classrooms in four categories ELL inclusion,
coursework modifications for ELLs, professional development for working with ELLs,
and perceptions of language and language learning. The results of surveying 279 high
school teachers were: neutral/slightly positive attitude toward ELL inclusion, semi-
positive attitude toward coursework modification, neutral attitude toward professional
development for working with ELLs, and educator misconceptions regarding how second
languages are learned. Lastly, a finding that I found interesting was that many
participants felt untrained to work with ELLs and had mixed feelings about receiving
more training.

Harper, C., & Jong, E. (2004). Misconceptions about teaching Englishlanguage learners.
Journal of Adolescent & Adult Literacy, 48(2), 152-162.

The focus of this article was four common misconceptions about teaching
English-language learners; these four misconceptions stem from two basic assumptions
(needs of ELLs are the exact same as non-ELLs and the discipline of English as a second
language is primarily a practice of adaptations for a variety of diverse learners). The four
misconceptions are: exposure and interaction will result in English-language learning, all
ELLs learn English in the same way and at the same rate, good teaching for native
speakers is good teaching for ELLs, and effective instruction means nonverbal support.
These misconceptions can affect ELLs in their academic careers.

De Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-
language learners: Is being a good teacher good enough?. Teacher Education Quarterly,
32(2), 101-124.

A logical question to ask is: is being a good teacher good enough for ELLs? This
article begins discussing how few higher education institutes do not require pre-service
teachers to take a course directly talking about teaching ELLs. It goes on to discuss what
teachers need to know and be able to do in order to appropriately teach ELL students in
their classroom, for example: patterns of language development, have a basic
understanding of the relationship between L1 and L2, as well as which skills would be
most beneficial for ELLs. The article ends with a quote that really stood out to me Until
ELLs are explicitly included at all levels of educational policy and practice, we can
expect them to remain outside the mainstream in educational achievement (De Jong &
Harper, 2005, p. 118).

Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive

teacher education preparing classroom teachers to teach English language learners.
Journal of Teacher Education, 59(4), 361-373.

This article discussed the hot topic of whether teachers are properly prepared to
teach ELL students in their classrooms and the best ways in which to go about preparing
teachers. Many teachers openly admit to not feeling equipped to teach ELLs in K-12
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classrooms. This article reviews six basic principles of second language learning, which
vary from conversational language acquisition to social interactions and how the
classroom environment can impact ELL students. The researchers had a great idea for
pre-service teachers to test their hand at working with ELL students while they are still in
school. They recommend pre-service teachers observe a classroom with ELL students and
engage with them while collecting data to see how the students use and engage with
English both inside the classroom and outside the classroom.

Gndara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to Teachers of English
Language Learners: A Survey of California Teachers' Challenges, Experiences, and
Professional Development Needs. Policy Analysis for California Education, PACE (NJ1).

Unlike the other articles, this article focused specifically on one state California
and what the teachers had to say about challenges, experiences, and needs when
working with ELL students in their classes. The researchers in this study found that the
challenges California teachers are faced with most frequently include teacher-parent
communication, understanding of home-community issues, the need for more time to
teach English learners both English and academic subjects, and the variety of academic
and English language needs of their students. These teachers also noted that there were
not enough appropriate tools and lacked adequate support from the school, district, and
state and federal policy-makers. Professional developments were extremely helpful for
most teachers in both elementary and secondary grades, which positively impacted these
teachers skills when teaching ELLs.