Abstract
ABSTRACTThis research shares qualitative analysis of the experience and benefits of a digital pen pal (E-Pal) experience on preservice experiences and perceived benefits of English Learners (ELs) and how to teach ELs. For this project, preservice teachers exchanged E-Pal letters with EL and non-EL students in Grades 5 through 7 about a book they read. Constant comparative data analysis using an open-coding method yielded major themes regarding dispositions, pedagogical knowledge, and practice of pedagogical knowledge. Students demonstrated growth across areas. Findings support that a structured E-Pal program may be used to effectively provide preservice teachers educational experiences with ELs when classroom interactions are not available.
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