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A survey analyzes candidates’ perceived preparedness to work with ELLs, their attitudes toward such learners, and anticipated classroom teaching difficulties. Findings indicate gaps in fundamental knowledge and emphasize incorporating insights from the broader TESOL field into K-12 teacher-training programs to address potential marginalization of TESOL contributions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/marginalizing-tesol-preservice-teacher-training-in-arizona/597932/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/marginalizing-tesol-preservice-teacher-training-in-arizona/597932.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the pilot study investigate about preservice teachers in Arizona?","Question",{"text":112,"@type":113},"It examines preservice teachers’ attitudes and beliefs regarding potentially working with ELLs under the Structured English Immersion (SEI) model, including their perceived preparation and expected teaching difficulties.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which SEI feature is highlighted in the study’s context?",{"text":117,"@type":113},"The SEI model establishes a minimum of 4 hours per day of English language development, with ELLs segregated from mainstream classes.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns does the study raise about teacher preparation and the TESOL field?",{"text":121,"@type":113},"It argues that K-12 teacher-training programs—especially in states with English-only policies—may marginalize the TESOL profession, and it reports that preservice teachers lack some fundamental knowledge needed for effective work with ELLs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597932,1792165998,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EDUARDO H. DINIZ DE FIGUEIREDO  \nArizona State University, Tempe  \nMATTHEW J. HAMMILL  \nArizona State University, Tempe  \nDAISY E. FREDRICKS  \nArizona State University, Tempe  \nMarginalizing TESOL:  \nPreservice Teacher Training in Arizona This pilot study investigated the attitudes of preservice teachers at a major university in Arizona concerning the Structured English Immersion (SEI) program that is now being used with English language learners (ELLs). Using a survey, we examined how preservice teachers feel about potentially working with ELLs in this SEI context. We focused on their beliefs about language teaching and learning, including their perceived level of preparation to work with ELLs, their attitudes toward them, and the difficulties they anticipate in teaching ELLs in the future. The results show  \nthat preservice teachers lack some of the fundamental knowledge necessary to work with ELLs, and they highlight the importance of incorporating the insights of the larger TESOL field into K-12 teacher-training programs. We argue that K-12 teacher-training programs, especially in states with English-only policies, may be serving to marginalize the TESOL profession and the contributions it may provide to the education ofELLs.  \nIntroduction  \nIn the 2008-2009 fiscal school year, the state of Arizona served 150,078 K-12  \nstudents classified as English language learners (ELLs) (Arizona Depart  \nment of Education, 2009) . How to best educate this robust and diverse ELL population has been a highly debated topic, especially in recent years with the passing of Proposition 203 in November of 2000. This established an Englishonly policy in the state. The intent was to ensure all ELL students were proficient in English and could meet or exceed the high demands of a challenging education without the lack of English language proficiency impeding their academic progress.  \nIn 2006, an ELL Task Force was established in the state with the aim of planning and implementing a language-learning program that would expedite English language acquisition for ELL students. This task force had to produce a program that developed English language acquisition and complied with all federal and state mandates. The result of its efforts was a Structured English Immersion (SEI) model that established a minimum of 4 hours per day of English language development (Arizona Revised Statutes 15-756.01, 2000) in which ELLs are segregated from mainstream classes.  \nThe CATESOL Journal 22.1 • 2010/2011 • 11  \nSeveral studies have addressed the consequences of these restrictive language policies in Arizona. Crucial concerns and criticism have focused on the lack of substantial research to support the 4-hour model (e.g., August, Goldenberg, & Rueda, 2010; Krashen, Rolstad, & MacSwan, 2007), the existing gap between the academic achievement of ELLs and that of mainstream students (e.g., Losen, 2010; Mahoney, MacSwan, Haladyna, & García, 2010; Rumberger & Tran, 2010), the inadequate testing practices in the state for reclassification purposes (e.g., Mahoney, Haladyna, & MacSwan, 2009), the legality of restricting educational opportunity for ELLs (e.g., Losen, 2010), and the consequences that early reclassification may have on the educational experiences ofELLs and on the schools that serve them (e.g., Artiles, Klingner, Sullivan, & Fierros, 2010; Wright, 2005) .  \nHowever, one issue that still deserves more attention in regards to the SEI model in Arizona is the impact it has on teachers and teacher education and on the status of the teaching profession in the state. According to Gándara and Orfield (2010), “Teachers have felt confused and disheartened by these policies” (p. 222), which have affected them “in sometimes dramatic, and often discomforting ways”(p. 217). As de Jong, Arias, and Sánchez (2010) explained, the current policies in Arizona have been detrimental to the teachers themselves and to teacher education for two main reasons. First, there is the “w","cbCaivCh2XV7EMKt","https://ap.wps.com/l/cbCaivCh2XV7EMKt","pdf",513495,"English","# Introduction\n## English-only policy in Arizona\n## SEI model and its requirements\n## Prior research and concerns\n## Teacher education impacts\n# Methods","[{\"question\":\"What does the pilot study investigate about preservice teachers in Arizona?\",\"answer\":\"It examines preservice teachers’ attitudes and beliefs regarding potentially working with ELLs under the Structured English Immersion (SEI) model, including their perceived preparation and expected teaching difficulties.\"},{\"question\":\"Which SEI feature is highlighted in the study’s context?\",\"answer\":\"The SEI model establishes a minimum of 4 hours per day of English language development, with ELLs segregated from mainstream classes.\"},{\"question\":\"What concerns does the study raise about teacher preparation and the TESOL field?\",\"answer\":\"It argues that K-12 teacher-training programs—especially in states with English-only policies—may marginalize the TESOL profession, and it reports that preservice teachers lack some fundamental knowledge needed for effective work with ELLs.\"}]","Marginalizing TESOL - Preservice Teacher Training in Arizona | PDF",1792085978,18]