ABSTRACT
Given the current trends to place English language learners (ELLs) in mainstream classrooms and the reported lack of preparation of mainstream teachers to teach this student population, teacher education programs are experiencing urgency to develop their capacity to prepare all teachers, not just specialists, to successfully teach ELLs. Research on such preparation is still primarily conceptual in nature. This chapter addresses general and disciplinary (English as a second language) faculty experiences with infusing ELL-related knowledge and skills in elementary preservice teacher education programs. Through a survey and individual interviews, it reports on a study that examined how teacher educators in a university in the United States conceptualized infusion, the barriers and facilitators of such infusion, and the limitations of infusion.
