The impact of an English language learner professional development program on teacher perception of preparedness and practice

The growing number of English language learners in classrooms today can be seen across the United States. Despite the increase of English language learners in our schools, few teachers have been formally trained to meet their academic and linguistic needs. Training is needed for teachers of English language learners. The purpose of this study was to examine Kern County K-6 public school teachers\u27 perceptions regarding their perceived preparedness for teaching English language learner (ELL) students the skills needed to gain English language proficiency and content knowledge before and after their participation in the SB472 English Learner Professional Development Institute. This study was conducted in June of 2009 in Kern County, California. This quantitative research study used a pre and post survey design to gather data on participants perceptions of their preparedness for teaching English language learners. The survey included 38 participants of the SB472 English Learner Professional Development Institute held in Kern County, California. The major findings of this study indicated participants perceived an increase in their level of preparedness after participation in the SB472 ELPD Institute. Additionally, respondents identified resources, support, and/or professional development needs they believed would help them to teach ELL students the skills to gain English language proficiency and content knowledge. Recommendations for further study include a study on university preparation programs to examine how teachers are being prepared to teach English language learners and a replication study of the perceptions of K-6 public school elementary teachers in California who participate in SB472 ELPD training conducted by a variety of providers