Abstract
ABSTRACT To investigate how competent preservice candidates were prepared to teach English learners (ELs), a case study was conducted to examine 30 candidates use of effective practices for ELs during preservice preparation and the first years of teaching. Data included: (1) preservice assignments related to planning and teaching; (2) student teaching supervisors’ records; (3) observations during the first two years of teaching; and (4) English language proficiency results from the first year of teaching in grades 3 and above. Results indicate that some practices which participants were exposed to in their preservice preparation were found with greater frequency than others when comparing preservice artifacts and observations with the first years of teaching. Contextual factors including certification choice, grade level, and content area correlated with the use of some practices. Findings are discussed in relation to existing research on preparing candidates to meet the academic and linguistic needs of ELs.
Published Version
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