Preparing Teachers of Second Language Reading

Abstract

In preparing teachers of English language learners (ELLs), teacher educators face a formidable challenge in the area of reading. Reading is a complex skill that is critical to ELLs' academic achievement. Given the complexity and importance of reading and reading instruction, what topics should be addressed by teacher educators in methods courses? This article reports on a study designed to answer this question. The ESOL faculty in a small urban school district were interviewed about reading and observed in their classrooms over the course of 2 years. Six issues were identified as important to these teachers. They were (a) working with a range of learner proficiencies; (b) the use of materials; (c) instructional practices in the areas of decoding skills, vocabulary, writing, and thematic teaching; (d) developing students' love of reading; (e) coping with mainstream teachers and school demands; and (f) working with students who have limited proficiency or schooling in their first languages. The article compares issues raised by the practicing teachers in interviews and observations with the research literature and methods textbooks and outlines considerations for a methods curriculum.