Abstract
This study investigated the effect of one semester of ESOL education on preservice teachers by examining their perceived knowledge and skill in working with English Language Learner (ELL) students, and their attitude toward having ELL students in their mainstream classrooms. The survey identified two factors: a) Perception of ESOL Knowledge and Skills (PEKS) and b) Attitude Toward Inclusion (ATI). Results showed that preservice teachers’ perceptions of both knowledge & skill (PEKS) changed from introductory to the final ESOL course, and that PEKS changed significantly from pre- to post-test within the same course. No significant changes were found in students’ attitude toward inclusion (ATI) either from course 1 to course 2 or from pre- to post-test within the same course.
Recommended Citation
Smith, Philip C.
(2011)
"Teaching Inclusivity: Preservice Teachers’ Perceptions of their Knowledge, Skills and Attitudes toward Working with English Language Learners in Mainstream Classrooms,"
TAPESTRY: Vol. 3:
Iss.
1, Article 2.
Available at:
https://stars.library.ucf.edu/tapestry/vol3/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons