Effectiveness of Pre-service Teacher Education Programs: ESOL Endorsement or Infusion?
Abstract
Researchers in teacher preparation programs have proved that endorsement and infusion models work well for pre-service teachers to reach students, especially English Language Learners (ELLs). However, there is still a debate about which model is the best for better learning gains. This study attempts to fill the gap by investigating which model works for ELLs. After pre-service observations and teaching periods, teacher candidates from endorsement and infusion model programs applied a post-test to students, and then these teachers also answered a 16-item questionnaire based on their students’ post-test results. The researcher looked for the effectiveness of pre-service teacher program through the use of Factorial ANOVA statistics. The main purpose was to identify the effectiveness of endorsement and infusion models, and suggest future directions for new models based on the results. Results indicated that endorsement models in the present study were better than infusion models in reaching English language learner (ELL) needs. The implications are discussed in the paper.
References
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Ballantyne, K.G., Sanderman, A.R., & Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition.
Bunch, G. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298–341. doi:10.3102/0091732x12461772
Daniel, S. M., & Pray, L. (2017). Learning to teach English language learners: A study of elementary school teachers’ sense-making in an ELL endorsement program. TESOL Quarterly, 51(4), 787-819. doi: 10.1002/tesq.347
de Jong, E., Harper, C., & Coady, M. (2013). Enhanced knowledge and skills for elementary teachers of English language learners. Theory Into Practice, 52, 89–97. doi:10.1080/00405841.2013.770326
de Jong, E., Naranjo, C., Li, S., & Ouzia, A. (2018). Beyond compliance: ESL faculty's perspectives on preparing general education faculty for ESL infusion. The Educational Forum, 82(2), 174-190. doi: 10.1080/00131725.2018.1420856
Fraenkel, J. R, Wallen, N. E, & Hyun, H. (2012). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.
Goldenberg, C. (2008). Teaching English language learners: What the research does and does not””say. American Educator, 32(2), 11–23.
He, Y., Journell, W., & Faircloth, J. (2018). Preparing teachers for English learners: Integrating academic language and community service projects. The Social Studies, 109(1), 13-26. doi: 10.1080/00377996.2017.1403874
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Lucas, T. (2011). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. New York, NY: Routledge.
Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feinman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.), (pp. 157–174). New York, NY: Routledge.
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National Center for Education Statistics. (1999). Teacher quality: A report on the preparation and Ӭqualifications of public school teachers. Washington, DC: U. S. Department of Education.
National Center for Education Statistics. (2019). English language learners in public schools. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp
National Center for English Language Acquisition. (2011). The growing numbers of English learner students: 1998/99-2008/09. Retrieved from www.ncela.gwu.edu/files/uploads/9/growingLEP_0809.pdf
Nutta, J., Mokhtari, K., & Strebel, C. (2012). Preparing every teacher to reach English learners. Cambridge, MA: Harvard Education Press.
Nutta, J., Strebel, C., Mokhtari, K., Mihai, F., & Crevecoeur-Bryant, E. (2014). Educating English learners: What every classroom teacher needs to know. Cambridge, MA: Harvard Education Press.
O’Brien, J. (2011). The system is broken and it’s failing these kids: High school social studies teachers’ attitudes toward training for ELLs. Journal of Social Studies Research, 35, 22–38.
Pray, L.C., Daniel, S. M., & Pacheco, M. B. (2017). Functional systems that afford and constrain elementary teachers’ adaptation of instruction to support multilingual students. International Multilingual Research Journal, 11(4), 205-222. doi: 10.1080/19313152.2016.1239458
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for general causal inferences. Belmont, CA: Wadsworth Cengage Learning.
United States Department of Education. (2019). Statistics. Retrieved from https://www2.ed.gov/about/offices/list/ocr/ellresources.html
Verkler, K. (2003). Teacher educators as students: A university shares its faculty ESOL professional development model. Foreign Language Annals, 36(2), 208-222.
Verkler, K. W., & Hutchinson, C. (2002). You can lead a horse to water, but... ESOL faculty mentors reflect on their experiences. Southeastern Regional Association of Teacher Educators Journal, 11(2), 16-28.
Williams, D. J. (2017). Using EL infusion to expose teacher candidates to a dual-language setting: Another success story. Delta Kappa Gamma Bulletin, 83(3), 24–27.
Ballantyne, K.G., Sanderman, A.R., & Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition.
Bunch, G. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37, 298–341. doi:10.3102/0091732x12461772
Daniel, S. M., & Pray, L. (2017). Learning to teach English language learners: A study of elementary school teachers’ sense-making in an ELL endorsement program. TESOL Quarterly, 51(4), 787-819. doi: 10.1002/tesq.347
de Jong, E., Harper, C., & Coady, M. (2013). Enhanced knowledge and skills for elementary teachers of English language learners. Theory Into Practice, 52, 89–97. doi:10.1080/00405841.2013.770326
de Jong, E., Naranjo, C., Li, S., & Ouzia, A. (2018). Beyond compliance: ESL faculty's perspectives on preparing general education faculty for ESL infusion. The Educational Forum, 82(2), 174-190. doi: 10.1080/00131725.2018.1420856
Fraenkel, J. R, Wallen, N. E, & Hyun, H. (2012). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.
Goldenberg, C. (2008). Teaching English language learners: What the research does and does not””say. American Educator, 32(2), 11–23.
He, Y., Journell, W., & Faircloth, J. (2018). Preparing teachers for English learners: Integrating academic language and community service projects. The Social Studies, 109(1), 13-26. doi: 10.1080/00377996.2017.1403874
Lavery, M. R. (2012). TWS GraphMaker [Computer software]. Orlando, FL: M. R. Lavery.
Lucas, T. (2011). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. New York, NY: Routledge.
Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feinman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.), (pp. 157–174). New York, NY: Routledge.
Menken, K., Antunez, B., Dilworth, M. E., & Yasin, S.(2001). An overview of the preparation Ӭand certification of teachers working with limited English proficient (LEP) students. Washington, DC: ӬNational Clearinghouse for Bilingual Education.
National Center for Education Statistics. (1999). Teacher quality: A report on the preparation and Ӭqualifications of public school teachers. Washington, DC: U. S. Department of Education.
National Center for Education Statistics. (2019). English language learners in public schools. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp
National Center for English Language Acquisition. (2011). The growing numbers of English learner students: 1998/99-2008/09. Retrieved from www.ncela.gwu.edu/files/uploads/9/growingLEP_0809.pdf
Nutta, J., Mokhtari, K., & Strebel, C. (2012). Preparing every teacher to reach English learners. Cambridge, MA: Harvard Education Press.
Nutta, J., Strebel, C., Mokhtari, K., Mihai, F., & Crevecoeur-Bryant, E. (2014). Educating English learners: What every classroom teacher needs to know. Cambridge, MA: Harvard Education Press.
O’Brien, J. (2011). The system is broken and it’s failing these kids: High school social studies teachers’ attitudes toward training for ELLs. Journal of Social Studies Research, 35, 22–38.
Pray, L.C., Daniel, S. M., & Pacheco, M. B. (2017). Functional systems that afford and constrain elementary teachers’ adaptation of instruction to support multilingual students. International Multilingual Research Journal, 11(4), 205-222. doi: 10.1080/19313152.2016.1239458
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for general causal inferences. Belmont, CA: Wadsworth Cengage Learning.
United States Department of Education. (2019). Statistics. Retrieved from https://www2.ed.gov/about/offices/list/ocr/ellresources.html
Verkler, K. (2003). Teacher educators as students: A university shares its faculty ESOL professional development model. Foreign Language Annals, 36(2), 208-222.
Verkler, K. W., & Hutchinson, C. (2002). You can lead a horse to water, but... ESOL faculty mentors reflect on their experiences. Southeastern Regional Association of Teacher Educators Journal, 11(2), 16-28.
Williams, D. J. (2017). Using EL infusion to expose teacher candidates to a dual-language setting: Another success story. Delta Kappa Gamma Bulletin, 83(3), 24–27.
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Published
2019-12-30
How to Cite
PEKER, H. (2019). Effectiveness of Pre-service Teacher Education Programs: ESOL Endorsement or Infusion?. Journal of Narrative and Language Studies, 7(13), 259–269. Retrieved from https://nalans.com/index.php/nalans/article/view/178
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