IN-SERVICE EDUCATION FOR TEACHERS OF LIMITED ENGLISH PROFICIENCY STUDENTS: A STATE STUDY OF BILINGUAL AND ESL TRAINING NEEDS

The purpose of this study was (1) to assess the perceived in-service needs of teachers who work with limited English proficiency (LEP) students and (2) to identify their preferences for in-service education delivery systems. The participants in the study included Nebraska elementary teachers of LEP students who were assigned as bilingual/ESL and regular classroom teachers during the 1980-1981 academic year. Guidelines for the development and/or selection of in-service delivery systems were formulated based upon the findings of the study. The review of the literature was related to (1) the status of equal opportunity for LEP students, (2) the need for teacher training and in-service for teachers of LEP students, and (3) specific competencies and training needed by teachers of linguistically diverse children. A few of the major findings of the study were: (1) Only one teacher in the total population was certified in Elementary Education and ESL. No teachers were certified in bilingual education in the state. (2) Teachers with four or less years of total teaching experience with LEP students made up 83.2 percent of the population. (3) Teachers working with five or less LEP students comprised 76.3 percent of the population. (4) Over two-thirds of the teachers of LEP students were located twenty-five miles or less from the nearest college or university. (5) Over half of the regular classroom teachers of LEP students have received no training related to bilingual education or ESL. (6) The five in-service need items with the highest means included: (a) individualization of instruction in s a bilingual or ESL program; (b) providing multi-level learning activities in the classroom; (c) sharing teaching methods and techniques with other teachers; (d) reading in the content area for LEP students; and (e) how to involve minority parents and community residents in school-community programs. (7) The results of a factor analysis identified six conceptual dimensions of competency areas needed by teachers of LEP students. (8) There were significant differences between bilingual/ESL and regular classroom teachers on the need for individualization of instruction. (9) There were no other significant differences on in-service needs between comparison groups. (10) The top teacher preferences for in-service delivery systems were unit in-service, floating faculty, and teacher centers