The Analysis of Pre-Service Teachers' Attitudes Toward the Inclusion of English Language Learners in Mainstream Classrooms

Abstract

The purpose of this study was to investigate pre-service teachers’ attitudes toward the inclusion of English Language Learners (ELLs) in mainstream classrooms.  The main themes addressed in this study included pre-service teachers’ perceptions of their professional training, responsibilities, and overall perceptions of ELLs.  The sample in this study included education majors and English as a Second Language (ESL) majors.  The 74 participants were enrolled in the Bachelor degree program at a southwestern Tennessee university.  Data was collected by allowing participants to respond to an online survey.  The results of the phi coefficient analysis provided a correlation between pre-service teachers’ perceptions and ELLs.  Overall, participants indicated positive attitudes towards working with ELLs in mainstream classrooms.