Examination of teachers’ preparedness and strategies used to teach English language learners in kindergarten

Abstract

The intent of the present study was to examine kindergarten teachers’ preparedness and training to teach English language learner (ELL) students and strategies that they utilise in the classroom to teach this population. Teacher surveys and phone interviews were employed to gather data. The majority of the teachers felt prepared to teach ELL students, felt committed to work with this population, and were eager to attend professional training workshops related to this topic. Follow-up interviews provided further insights into the issue of their preparedness to work with this population, challenges to meeting the needs of ELL children, and need for more professional training opportunities on this topic. The implications of these findings for the field of early childhood care and education and suggestions for future research have been discussed in detail.

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