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Preparing pre-service teachers to in...

Garcia, Dorothy Elizabeth.

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Preparing pre-service teachers to instruct English language learners: A study of ESL instruction in teacher preparation programs in Texas universities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preparing pre-service teachers to instruct English language learners: A study of ESL instruction in teacher preparation programs in Texas universities./
Author:	Garcia, Dorothy Elizabeth.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3623837
ISBN:	9781303966491

Preparing pre-service teachers to instruct English language learners: A study of ESL instruction in teacher preparation programs in Texas universities.
Garcia, Dorothy Elizabeth.

Preparing pre-service teachers to instruct English language learners: A study of ESL instruction in teacher preparation programs in Texas universities. - 160 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (D.Ed.)--Tarleton State University, 2014.

This item must not be sold to any third party vendors.

The number of ELL and ESL students in Texas and across the United States is growing, increasing the need for certified ESL teachers. This study describes the teacher preparation programs in five Texas universities in order to answer specific questions about learning objectives, course requirements, field experiences, and preparation for certification exams for pre-service ESL teachers. Data were gathered from university degree plans and course descriptions, instructor syllabi, and released data from the State Board of Educator Certification. Based on collected data, the researcher identified major course themes and objectives, including 1) ESL Pedagogy, 2) Linguistics, 3) Second Language Acquisition, 4) Diverse Learners, 5) Reading and Literacy, and 6) Field Component. The results showed that despite some similarities in course type and learning objectives, there was little or no consistency across the universities studied in the number of required ESL courses for ESL certification degree plans, nor in the amount of ESL specific field experience required. The results of the study suggest the need for more consistency in ESL teacher preparation programs in order to effectively prepare teachers for the challenges of educating language learners.

ISBN: 9781303966491Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Preparing pre-service teachers to instruct English language learners: A study of ESL instruction in teacher preparation programs in Texas universities.
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245 1 0 $a Preparing pre-service teachers to instruct English language learners: A study of ESL instruction in teacher preparation programs in Texas universities.
300 $a 160 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Mark Littleton.
502 $a Thesis (D.Ed.)--Tarleton State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The number of ELL and ESL students in Texas and across the United States is growing, increasing the need for certified ESL teachers. This study describes the teacher preparation programs in five Texas universities in order to answer specific questions about learning objectives, course requirements, field experiences, and preparation for certification exams for pre-service ESL teachers. Data were gathered from university degree plans and course descriptions, instructor syllabi, and released data from the State Board of Educator Certification. Based on collected data, the researcher identified major course themes and objectives, including 1) ESL Pedagogy, 2) Linguistics, 3) Second Language Acquisition, 4) Diverse Learners, 5) Reading and Literacy, and 6) Field Component. The results showed that despite some similarities in course type and learning objectives, there was little or no consistency across the universities studied in the number of required ESL courses for ESL certification degree plans, nor in the amount of ESL specific field experience required. The results of the study suggest the need for more consistency in ESL teacher preparation programs in order to effectively prepare teachers for the challenges of educating language learners.
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