English-language learners (ELLs) are becoming common in classrooms with Ontario's escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers' (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice. La croissance de l'immigration en Ontario se traduit par la présence accrue d'apprenants d'anglais dans les salles de classe de la province. Les enseignants à l'élé-mentaire se voient de plus en plus souvent accorder la responsabilité de répondre aux besoins d'enfants d'origines linguistiques variées. Cette étude qualitative examine, d'une part, les pratiques en formation des enseignants par le biais des perspectives de stagiaires et, d'autre part, la mesure dans laquelle les stagiaires à l'élémentaire sont formés pour enseigner aux apprenants de l'anglais dans le sudouest de l'Ontario. Dans le cadre d'une entrevue structurée, six diplômés certifiés partagent une appréciation descriptive de leurs expériences, leurs connaissances et leurs croyances. Les résultats indiquent qu'en dépit d'une évolution vers une meilleure reconnaissance des apprenants d'anglais et une attitude mentale plus inclusive, il existe des éléments qui montrent que les enseignants bien intentionnés n'ont pas la compétence nécessaire pour être efficaces en salle de classe. IntroductionOntario is the province of choice for over 50% of newcomers to Canada (Chui, Tran, & Maheux, 2007a, 2007b People for Education, 2008). Immigration continues to fuel Ontario's population growth while significantly contributing to linguistic diversity. As immigration increases, the English-language learners (ELLs) will become increasingly common in regular classrooms. ELLs are the fastest growing segment of elementary students (Antunez, 2002;Buck, Mast, Ehlers, & Franklin, 2005;Harper & de Jong, 2004). The need to prepare teachers better for working with ELLs is widely recognized (Taylor & Sobel, 2003). Studies have concluded that teachers graduating from edu-106 NINA LEE WEBSTER AND ANGELA VALEO cation programs do not have the strategies necessary for simultaneous support of both academic content development and English-language growth (Buck et al.;Evans, Arnot-Hopffer, & Jurich, 2005;Waxman & Téllez, 2002). These teachers enter the field with limited cross-cultural knowledge and understanding of classroom challenges (Barnes, 2006;Buck et al.;Dorrington & Ramirez-Smith, 1999;Harper & de Jong;Taylor & Sobel), and teachers are taught to understand diversity merely in terms of celebrations and the appreciation of differenc...

Learners for whom English is not their heritage language are referred to in the literature by a variety of terms. This proliferation of terms and inconsistent use has created confusion and problems in both research and teaching practice. In today's globalized world, it is increasingly important to consciously consider the terminology used when referencing others. The language used in identifiers and definitions has a profound impact on human relationships, identity, and academic success. With an understanding that language and terminology are not neutral, it is evermore necessary for professionals to be conscious about, and attentive to, the underlying messages they communicate. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in education. A systematic literature search in major research databases revealed a number of terms referring to the same group of learners, the most common being English Language Learner. Through a discussion of related terms, the key contents of common definitions are explored, and an alternative term is proposed: Learner of English as an Additional Language (LEAL). Rather than utilizing the language learning aspect as a defining characteristic, LEAL is a politically and culturally appropriate and respectful term that utilizes person first language while also acknowledging existing language competencies.

Teacher knowledge goes beyond understanding children’s cognitive and social development, comprehending pedagogy and teaching the curriculum. It involves many facets and layers of a teacher’s personal identity, epistemological interests, experiences, perceptions and beliefs regarding the purpose and meaning of teaching and learning. The four categories of Shulman and Shulman’s (2004) model of teacher individual knowledge are used as a conceptual framework. Through a wholistic approach, the inseparability and interconnections of the underlying constructs and understanding, is highlighted. Teacher knowledge is viewed as both the conscious and unconscious aspects that impact or influence teaching. Through this lens, the person is equally as important as their competencies. Drawing on the work of Dr. Ellen Langer and Buddhist Thich Nhat Hanh, mindfulness is explored as a significant component necessary in intrinsic teacher development. This missing component may aid teachers in becoming stronger educational thinkers, questioners, and ultimately, knowers.