Home > GJL > Vol. 43 > No. 1 (2020)
Abstract
The preparation of teachers is critical to the success of any nation. In this report researchers investigate the preparation of middle level pre-service teachers to meet the literacy needs of English language learners. Syllabi from middle level literacy courses from twelve education provider institutions in the State of Georgia were analyzed for the presence or absence of statements and activities to support linguistic and cultural diversity, and Speakers of other Languages (ESOL). The findings show that intentions (as in philosophical statements) did not match actions (as in the actual outline of activities) in half of the institutions surveyed. These findings reflect the literature on the inadequate preparation of teachers to meet the needs of English language learners (Neito, 2009; Sleeter, 2013; Zeichner, 2009). However, follow-up interviews with faculty also suggest progress toward new insights and future plans for curricula changes. Recommendations are made for the way forward.
Recommended Citation
Tinker Sachs, Gertrude; McGrail, Ewa; Myrick, Cecilia; and Sackor, Sharry
(2020)
"The Representation of ESOL in Teacher Education Middle School Reading Curricula,"
Georgia Journal of Literacy: Vol. 43
:
No.
1
, Article 6.
Available at:
https://digitalcommons.kennesaw.edu/gjl/vol43/iss1/6
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