Elementary Preservice Teachers’ ESL Field Experiences to Teach English Language Learners in the US

Preservice teachers’ field experience working with English Language Learners (ELLs) provides an opportunity to engage in various practices to become effective future teachers of ELLs. Previous studies have found that ESL field experiences have an impact on the preservice teachers’ cognitive factors to teach ELLs. Based on the language teacher identity framework, this study explored how ESL field experience influenced preservice teachers’ cognition, including attitudes, perceptions, and knowledge while teaching and working with ELLs in the US. The data sources consisted of collected surveys on preservice teachers and preservice teachers’ reflection papers (n=160) after finishing ESL field experiences. Thematic analysis was implemented to analyze data sources. Study findings showed that ESL field experiences can influence preservice teachers’ positive attitudes/perceptions towards English language learners (ELLs), increase awareness in terms of content and pedagogical knowledge, and enhance positive beliefs about ELLs’ linguistic and cultural backgrounds. This study provides several suggestions how to effectively incorporate field experience into teacher education programs. (158 words)