Honors Program Theses

Award/Availability

Open Access Honors Program Thesis

First Advisor

Aliza Fones, Honors Thesis Advisor

Abstract

Throughout my time at the University of Northern Iowa, I have had the opportunity to befriend, live, and work with many future teachers studying a variety of fields. We have often discussed the things we were learning in class and what we saw in field experiences. Something we all noticed is that I, as a student majoring in Teaching English to Speakers of Other Languages (TESOL), was the only one receiving any training about emergent bilingual students that went beyond a passing mention of the topic. This led me to wonder why I was the only one receiving this education, when all of my peers will likely encounter these students at some point in their careers as teachers. This question is what inspired me to do this research.

The purpose of this thesis is to study the successes and shortcomings of teacher education programs at the three state universities in Iowa, specifically in regards to how they prepare all future teachers for working with emergent bilingual students (EBs), often referred to as English Language Learners (ELLs). Based on these findings, I provided suggestions for how these programs can be improved in order to prepare all future teachers to best serve all of their future students.

Year of Submission

2021

Department

Department of Languages and Literatures

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Date Original

5-2021

Object Description

1 PDF file (28 pages)

Language

en

File Format

application/pdf

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