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Reflections of Instructors in the United States on the TESOL Standards for ESL/EFL Teachers of Adults

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  • Author(s): Housel, David (ORCID Housel, David (ORCID 0000-0002-8638-5970)
  • Language:
    English
  • Source:
    MEXTESOL Journal. 2023 47(2).
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teacher Education; Bilingualism; Multilingualism; Academic Standards; Language Teachers; Teacher Education Programs; Self Efficacy; Professional Autonomy; Undergraduate Students; Graduate Students; Social Emotional Learning; Metalinguistics; Pedagogical Content Knowledge
    • ISSN:
      2395-9908
    • Abstract:
      The preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States has been characterized as lacking uniformity, consistent academic rigor, and practical application to bolster instructors' feelings of self-efficacy and agency in addressing their students' complex psycho-social-emotional and learning needs. Since the "Standards for ESL/EFL Teachers of Adults" (2008) often act as the foundation to inform the content of preservice coursework, both in the United States and internationally, this qualitative research study explored the reflections of instructors of adult EBLs regarding their preservice preparation through the lens of these standards via semi-structured interviews. Participants were recruited nationwide using existing TESOL listservs and organizations and universities that offer certificate, undergraduate, and graduate preparation programs in TESOL. From the participants who volunteered to be contacted for follow-up interviews, purposeful sampling was used to identify 16 with different levels of preservice preparation and teaching experience. Even though all interviewees felt adequately prepared to teach adult EBLs based on these standards, they could identify areas that should be modified or expanded, especially the andragogical use of educational technology. The findings from this study also identified areas for future research. These findings might also resonate with instructors who teach English to adults internationally because these standards are used globally.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1397161