Online Preservice Teacher Education Programs: Issues in the Preparation of Bilingual Education and ESL Teachers

With the explosion of technology in the field of education and the tremendous need for Bilingual Education and English as a Second Language (ESL) teachers, it is tempting for many institutions to attempt to fill this void with fast-track programs aimed at preparing as many teachers as possible. Many people have come to believe that online coursework is viable for many teacher education programs. Many colleges and universities have come to accept online approaches in order to meet the higher demand for teachers. This paper examines the perceptions of subjects preparing to become teachers of English language learners (ELLs). It examines the participants ’ experiences with online courses in terms of their awareness, appeal, and efficacy. This paper discusses the types of courses that appealed to participants and that were taken online. Furthermore, the subjects compare online and traditional instruction for preparing teachers of ELLs. Also, a detailed examination of some of the demographics that have fueled the movement to accelerate online technology is examined establishing a need for a clear policy for the use of online technology in the delivery of instruction for preservice teachers of ELLs