Exploring Three Mainstream Teacher Candidates’ Professional Identities as Teachers of English Language Learners

As the fastest growing population in U.S. public schools, English language learners (ELLs) experience inequitable educational opportunities. While ELLs are increasingly placed in mainstream classrooms, studies continue reporting challenges to transform mainstream teacher candidates’ monolingual orientations into an asset-based language orientation during the initial teacher preparation program.

Research has shown that teacher professional identities (TPIs) have the potential to shape and transform teachers’ commitment and pedagogical decisions for teaching ELLs. This called for an exploration of teacher candidates’ TPIs, specifically in the context of teaching ELLs. The conceptual framework that guided the study was Hermans’ Dialogical Self Theory and language teacher identity research.

This study explored three elementary education teacher candidates’ TPIs as teachers of ELLs. Specifically, this research study utilized a qualitative multiple case study design to investigate teacher candidates’ professional identities and the influence of language-related experiences. Specific research questions this study sought to answer are: (a) How do elementary teacher candidates construct professional identities in the context of teaching ELLs? (b) What language-related experiences shape teacher candidates’ growing professional identities as teachers of ELLs? The research data included one-on-one interviews, physical artifacts, audiovisual data, and document data analyzed through Sullivan’s (2012) dialogic analysis and Merriam’s (1988) constant comparative analysis.

Four major conclusions were drawn from the findings of this study. First, teacher candidates’ TPIs in the context of teaching ELLs embodied multiple positions that engaged in dialogues and revealed teacher candidates’ values in teaching. Second, these dialogues were constantly interacting with the abstract concepts and future positions in the macrosociety based on the relevance. Third, teacher candidates’ TPIs were influenced by relationships and contexts, particularly in the practicum setting. The practicum provided a dialogical space that encouraged teacher candidates’ on-going reflections on their personal and professional identities. In this process, teacher candidates resolved conflicts or took further action, which resulted in their increased sense of agency. Lastly, teacher candidates’ language-related experiences shaped their TPIs and led to teacher candidates’ sense of ownership over ELLs.

Overall, the findings suggest critical implications in teacher education practices and future research to improve the preparation of mainstream teachers for ELLs.