Bridging the Gap: Preservice Teachers and Their Knowledge of Working With English Language Learners

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Abstract
A good deal of attention has been focused on the need to prepare teachers to work with the increasing number of English language learners (ELLs) in today's classrooms. Many would argue that this preparation should be provided at the preservice level so that new teachers are ready to meet the demands of all learners, but in particular ELLs. However, teacher education programs are challenged to incorporate this kind of preparation into the existing curriculum, which is heavily laden with other core certification requirements. This study explores the impact of a three‐credit foundations course for teaching English language learners and its corresponding field experience component of observing ELLs offered as part of the requirements for a baccalaureate degree program in elementary education. Data was collected from a pre‐ and post‐Language Attitudes of Teachers Scale survey (Byrnes & Kiger, 1994) and from the preservice teachers' classroom observation reports. The findings from this study show an increase in tolerance and knowledge of ELLs and support for them in the schools. The results present a compelling case to integrate these kinds of experiences into existing teacher preparation programs.
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