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ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY
Journal of Cultural Diversity
|July 22, 2016
Summary
English as a Second Language (ESL) teacher candidates feel unprepared to teach diverse students, citing knowledge gaps despite training. Strengths include personality and strategies, but self-assessments conflict with open feedback.
Area of Science:
- Linguistics
- Education
- Sociology
Background:
- Teacher education programs aim to prepare educators for diverse classrooms.
- Culturally and linguistically diverse students present unique instructional challenges.
- ESL teacher candidates' perceptions of preparedness are crucial for effective teaching.
Purpose of the Study:
- To examine English as a Second Language (ESL) teacher candidates' self-perceived preparedness for instructing culturally and linguistically diverse students.
- To identify challenges and strengths reported by ESL teacher candidates regarding diverse student populations.
- To explore discrepancies between self-ranking and open-ended feedback on preparedness.
Main Methods:
- A case study approach was employed.
- A survey was administered to ESL teacher candidates post-training.
- Data collection included self-ranking and open-ended questions.
Main Results:
- Participants reported challenges due to inadequate knowledge of students' diverse cultures and languages.
- Training in culture and instructional strategies was acknowledged but insufficient.
- Strengths cited included personality traits and knowledge of specific teaching strategies.
- A mismatch was observed between self-ranking and open-ended responses regarding preparedness.
Conclusions:
- ESL teacher candidates perceive a need for deeper knowledge of diverse student backgrounds.
- Current teacher training may not fully equip candidates to address linguistic and cultural diversity.
- Further research and curriculum adjustments are suggested to bridge the preparedness gap.
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