Lack of Preparation for Mainstream Teachers of English Language Learners

Abstract

This capstone aims to resolve the issue of lack of preparation in mainstream teachers in regard to English Language Learners (ELLs). Through research, three main themes were identified as contributing factors to the issue; current legislation that affects ELL education, deficits in mainstream teacher preparation programs, and deficits in ELL professional development. These issues, when in combination, have effects on teachers’ abilities to meet the specific needs of ELLs in a mainstream classroom setting. Additionally, research has shown that when there is a deficit in pre-service training and professional development there can be potential effects on teachers’ attitudes towards ELLs and ELL education. This capstone presents and supports the argument that all teachers, not just those with TESOL certification, should be provided with various forms of training to support the needs of ELLs. Training should be provided in pre-service teacher preparation programs as well as in professional development for continuing education of current teachers. Solutions to this problem are presented in the form of a professional development product titled “Supporting ELLs in Content Areas.” This product works to provide teachers training in regard to ELL theory and practice. This product also provides schools with a survey to identify deficits within a school’s faculty in regard to ELL training. Additionally, this capstone makes recommendations to further research in relation to this problem. There is a need for additional work focused on the academic and social effects of this issue.