ESL teacher candidates' perceptions of strengths and inadequacies of instructing culturally and linguistically diverse students: Post clinical experience

Chin Yin WONG, John INDIATSI, Ka Wai Gary WONG

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed. Copyright © 2016 Tucker Publications, Inc.
Original languageEnglish
Pages (from-to)57-64
JournalJournal of cultural diversity
Volume23
Issue number2
Publication statusPublished - 2016

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Language
Students
Personality
Publications
Education
Surveys and Questionnaires

Citation

Wong, C.-Y., Indiatsi, J., & Wong, G. K. W. (2016). ESL teacher candidates' perceptions of strengths and inadequacies of instructing culturally and linguistically diverse students: Post clinical experience. Journal of Cultural Diversity, 23(2), 57-64.

Keywords

  • ESL teacher candidates
  • Strengths and inadequacies of instructing
  • Culturally and linguistically diverse students
  • Post clinical experience