Transcript An Examination of Undergraduate ESL Preparations at MTSU

An Examination of
Undergraduate ESL Preparations
at MTSU
Protocol number: 3991767
Shunda Rodgers
[email protected]
Middle Tennessee State University
Abstract
Since the fall of 2004, Middle Tennessee State University (MTSU) has experienced a yearly
increase in undergraduates, making MTSU “the undergraduate college” of Tennessee. MTSU offers a
variety of different programs. While the education program teaches, addresses many factors in relation
to the skills and techniques required and used in the classroom, it seems to lag in other areas- like ESL
(English as a Second Language) education. ESL education is provided in schools across America to
students that a have a native language other than English. Moreover, there are several education classes
available at MTSU that address literacy in the classroom- practicums, and even a SPED (Special
education) class that addresses the needs of special children. However, there is no course that
thoroughly addresses the needs of ELLs (English language learner). So, are we truly preparing education
majors for real life issues and situations in the classroom? In this action research, the researcher will
interview seven students, in different classifications, that were in, or is currently in the teacher
education program. With the data retrieved, the researcher will report its findings to MTSU in hopes of
creating a pilot course program for ESL preparation .
Inquiry Importance
• According to the Equal Educational Opportunities Act of 1974
(EEOA), every student has the right to a fair and equal education. In
section 1703(f) of the EEOA, it states the requirement of state
educational agencies (SEAs) and school districts to take action to
overcome language barriers that impede English Language Learner
(ELL) students from participating equally in school districts’
educational programs.
• MTSUs neighboring county- Davidson County, has the largest
population of ELL learners than all other surrounding counties.
Therefore, why not reach our upcoming teachers in preparing them
to teach ELL students? Teachers need the tools to inspire, educate,
and support their academic communities.
Subjects
Participant(s)
Male
1
X
Female
Classification
Undergraduate
2
X
Graduate
3
X
Graduate
4
X
Undergraduate
5
X
Undergraduate
6
X
Undergraduate
7
X
Undergraduate
Triangulation Matrix
Focus of the Action Research Study: Undergraduate ESL Preparation
Overarching
Question:
Data Source #1:
Data Source #2:
Data Source #3:
Are we offering
ESL
(Undergraduate)
Programs
Examination of
programs offered
at MTSU
MTSU students’
feedback
Interviews
Emerging
Patterns Among
Data Sets Notes
Same
conclusions:
ESL info. lacking
in teacher
preparation
program(s)
Analysis Information
• After an extensive amount of learned information about ELLs on
the graduate level, I decided to reach out to my fellow peers in
regards to their knowledge, and experiences about the
undergraduate ESL preparations they received or are currently
receiving here at this institution.
Focus of the Action Research: Undergraduate ESL preparation
Data: Interviews, feedback from current undergraduate and graduate
students
Triangulation: Interviews
Report: Presented to MTSU personal
Findings
 In the Dark
Student feedbacks:
 Not enough information about ESL
education
 ESL briefly touched on
 Special Education classes offered
 Project Help hours
 Literacy classes offered
Prescription for Success
 Learning what ESL education is
 Learning/knowing about LEP
(limited English proficiency)
trainings
 ESL undergraduate course and
or thorough section in other
courses
 Viva La Mexico
 English as a Second Language is for
Spanish speaking students onlystereotyped
 ESL education is to assist Hispanic
students how to read
 Assumes all Spanish is the same