A study of the English language learners (ELL) population in relation to teacher preparation for instructing ELL students in an elementary English speaking general education setting in the state of Missouri

The number of English language learners has grown significantly across the United States and this is reflected in Missouri's public school system. English language learners lack the academic achievement as compared to their peers. General education teachers are responsible for children of diverse backgrounds; children enter school with limited or no English skills, children whose families are not accustomed to the norms of public schools, children whose families are experiencing war trauma and have witnessed atrocities, and children who have holes in their learning due to an interrupted education. These children must perform well on standardized and state mandated assessments in order to graduate.;Teachers are under tremendous pressure to help all children meet with success. Our research indicated the majority of general education teachers feel they are not prepared to teach culturally and linguistically diverse children. Surveyed teachers reported pre-service teacher preparation programs in Missouri universities and colleges have failed to prepare teachers for this challenge. Research shows this is a great cost to English language learners, as general education teachers often do what they know best; they teach the curriculum and course content and pay less attention to linguistics, meaning, and background information.;The purpose of this research study was to examine the population of English language learners in the state of Missouri and through surveys, analyze the perceptions of general education classroom teachers, school principals and higher education faculty in regards to pre-service teacher preparation for teaching English language learners in the state of Missouri.;The project provides recommendations for the Missouri Department of Elementary and Secondary Education to increase the graduation requirements of Missouri colleges and universities for those entering the teaching profession to include method courses in language acquisition and strategies to meet the needs of culturally and linguistically diverse students. The project also provides models of instruction from which colleges and universities may consider for adoption.