A University and Middle-School Partnership: Preservice Teachers’ Attitudes Toward ELL Students

Abstract

This article addresses the knowledge and attitudes of preservice teachers about refugee English Language Learners before and after engaging in a pen pal writing project. The results reflect positive changes in the preservice teachers' understanding of their attitudes toward refugee English Language Learners and in their understanding of the implications of teaching linguistically and cultural diverse learners.

Reference

Walker-Dalhouse, D., Sanders, V., & Dalhouse, A. D. (2009). A university and middle-school partnership: Preservice teachers' attitudes toward ELL students.Literacy Research and Instruction, 48(4), 337-349.

Journal

Literacy Research and Instruction

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Quasi-experimental

Geographic Setting

Institutional Context

University based

Certification Level

early childhood
Elementary

Programatic Focus

not stated

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

3 months or less

Data Sources

Questionnaire

Data Analysis Tools

MANOVA
Statistical analysis

Researcher Positionality

inside (staying their own students)

Research Questions

"1) Does the perceived ability of preservice teachers to teach ELLs improve?" (p. 340).
Is this research question explicit from the manuscript? Yes

" (2) Do the attitudes of preservice teachers toward ELLs improve?" (p. 340).
Is this research question explicit from the manuscript? Unknown