ABSTRACT
This chapter aims to collect qualitative and quantitative data from course instructors teaching in a nationally ranked teacher preparation program at a large public university in the US. English language learners (ELLs) constitute one-fourth of public-school students in the US, but their educational goals and needs are not yet well addressed. In comparison to the plethora of studies on preparing pre-service teachers for ELLs, fewer studies have been devoted to faculty’s ELL-related education and professional development. Data analysis suggests that there are huge disparities between the instructors’ ELL-related backgrounds, expertise, as well as teacher preparation content and practices. Instructors participating in the interviews gave other examples of creating ELL-related learning opportunities for pre-service teachers. A social studies instructor incorporated movies, memoirs, and role-playing in her teaching to help pre-service teachers understand the experience of migrant workers. Mateo is opposite to Jennifer in many respects: a male, immigrant, Spanish–English bilingual, and former ELL himself.
