Preservice Teacher Preparation for Second Language Writing Instruction: A Content Analysis

Abstract

Writing assessments in the United States show that young emergent bilinguals perform significantly below their English-only peers. Researchers have attributed this to underprepared teachers resulting from the lack of second language (L2) writing preparation in teacher education programs (TEPs). This study examines the positioning of writing within early childhood and elementary English as a Second Language (ESL) coursework in TEPs across the United States. Course titles and descriptions of all ESL coursework within public universities across the country were evaluated and used as an indicator of the overall focus of the course. Of the 398 ESL courses identified, only three included the word writing in the titles, and 47 included writing in the descriptions. When included, writing was typically only referenced alongside other linguistic domains (speaking, reading, and listening). This content analysis is intended as a call for action for teacher educators about preparing preservice teachers for L2 writing instruction.