ABSTRACT
This chapter examines online accessibility issues for teacher candidates preparing to serve English learners. Access is defined with respect to readiness challenges faced by students. Online language teacher education (OLTE) instructors were interviewed to identify the access challenges they had observed among their learners based on age, English proficiency, motivation, technology expertise, time management, and self-efficacy. Findings from the study reveal interactions between variables, particularly between motivation and other variables. The chapter concludes with specific recommendations for addressing access challenges, including modification of course design features, analysis of workload, and supporting students’ self-efficacy. While online learning provides certain educational advantages, access and readiness challenges must be addressed by those working toward equitable participation in online classes.
