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Results show teachers felt underprepared until they pursued deeper training, and course quality and multicultural experience depth shaped attitudes and classroom 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problem does the study highlight about teacher training for English language learners (ELLs)?","Question",{"text":63,"@type":64},"Mainstream teachers are often inadequately prepared to teach ELLs due to missing knowledge base and skills, affecting classroom practice until they seek more substantive training and professional development.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the researchers study teacher preparation effectiveness in North and South Carolina?",{"text":68,"@type":64},"Researchers analyzed self-report questionnaire data from 157 content-area teachers to examine how coursework, professional development, and multicultural experiences relate to preparing teachers to work with ELLs and other diverse learners.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors influenced teachers’ attitudes and classroom practices in the study?",{"text":72,"@type":64},"Teachers reported that the quality of courses and the depth of multicultural experiences 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Learners  \nNumerous studies show that mainstream classroom teachers still remain inadequately prepared to teach diverse students and lack the knowledge base and skills to teach English language learners (ELLs). This has profound implications, particularly in the Southeast, where the rate of school-aged Latino immigrants has grown significantly. Thus, this study examined the perceived effectiveness of teacher-training programs and professional-development experiences of 157 content-area teachers in North and South Carolina. Specifically, researchers analyzed self-report questionnaire data from teachers to explore the role of academic course work, professional development, and multicultural experiences in preparing teachers to work with ELLs and other diverse learners. Overall, teachers overwhelmingly reported feeling underprepared to work with this population until they sought more substantive academic training and professional-development experiences. Teachers had diverse experiences but reported that the quality of courses and depth of multicultural experiences had an impact on their attitudes and classroom practices.  \nDare the school build a new social order? (George S. Counts, 1932)  \nWriting on the heels of an era of unprecedented immigra  \ntion to the US nearly a century ago, sociologist George  \nS. Counts asks us to consider the potential of schools to reverse social inequalities, such as poverty that resulted from rapid population growth in urban centers across the country. In the midst of a fourth wave of immigration (Rong & Preissle, 2009), schools, and  \nThe CATESOL Journal 25.1 • 2013/2014 • 41  \nteachers in particular, are asked to serve an increasingly linguistically and culturally diverse student body, a significant proportion of which is low income (Nieto, 2004ab). According to data that have been disaggregated on the national level, one of the most significant problems yet to be effectively addressed by public schools is class, ethnic, language, and racial disparities in student performances on end-ofgrade and end-of-course-tests, as well as low high school and college graduation rates (Lorence, Dworkin, Lawrence, Toenjes, & Hill, 2002; McMillian, 1999; Valenzuela, 2002ab) . These test scores are often portrayed in light of how US students fare when compared to their peersin other countries, and how students compare by race and by language proficiency. Considerably less emphasis, however, is placed on the role of teachers and of teacher-education programs in preparing teachers to work with diverse immigrant student populations.  \nThe limited existing data on the effectiveness of teacher-education programs illustrate that teachers are underprepared to work with English language learners (ELLs) (Hollins & Torres-Guzman, 2005; Hones, 2002; Ruiz de Velasco & Fix, 2001) . In contrast, there is evidence to suggest that teachers who have been engaged in programs with more critical models of multicultural education are more receptive and responsive to diverse students who may need additional academic support (Ball, 2009) .  \nOur research study examines the perceptions of the teachers working with ELLs in North and South Carolina and the role that multicultural education though course work, professional, and personal experiences affects their effectiveness in teaching diverse learners. Using critical multicultural pedagogy as an analytical lens, we argue that a fundamental reason for this lack of culturally congruent pedagogical practices (Gay, 2000) in the classroom is the failure of teacher-education programs to prepare teachers for classrooms that reflect racially, culturally, and linguistically diverse student populations. We offer unique perspectives on the influence of demographic change on teacher-education programs by examining the perspectives of teachers in two states that have experienced tremendous growth in ","cbCaiaGoxQeF3xWn","https://ap.wps.com/l/cbCaiaGoxQeF3xWn","pdf",610296,25,"English","# Teacher Preparation for ELLs\n## Evidence of Underpreparedness and Course/Experience Effects\n## Schools and Social Inequality\n## Changing Country, Changing Classrooms\n## Research Questions and Analytical Lens","[{\"question\":\"What problem does the study highlight about teacher training for English language learners (ELLs)?\",\"answer\":\"Mainstream teachers are often inadequately prepared to teach ELLs due to missing knowledge base and skills, affecting classroom practice until they seek more substantive training and professional development.\"},{\"question\":\"How did the researchers study teacher preparation effectiveness in North and South Carolina?\",\"answer\":\"Researchers analyzed self-report questionnaire data from 157 content-area teachers to examine how coursework, professional development, and multicultural experiences relate to preparing teachers to work with ELLs and other diverse learners.\"},{\"question\":\"Which factors influenced teachers’ attitudes and classroom practices in the study?\",\"answer\":\"Teachers reported that the quality of courses and the depth of multicultural experiences impacted their attitudes and classroom practices, even though they had diverse experiences overall.\"}]","Multicultural Teacher Education - Why Teachers Say It Matters in Preparing Them for English Language Learners | PDF",1792085926,63]