What question did this study set out to answer?

The central aim is to evaluate how well Initial Teacher Education programmes prepare trainee teachers for instructing English Language Learners.

February 21, 2026Open Access

Evaluation of Initial Teacher Education programmes for quality education of English Language Learners in England

Key Points

The central aim is to evaluate how well Initial Teacher Education programmes prepare trainee teachers for instructing English Language Learners.
Investigated content and quality of Initial Teacher Education programmes
Conducted surveys and interviews with trainee teachers
Analyzed curriculum related to English Language Learning
Examined integration of Second Language Acquisition theories and pedagogical practices
Fewer than 50% of Newly Qualified Teachers feel prepared for teaching English Language Learners
Identified gaps in curricula regarding Second Language Acquisition and English Language Teaching
Some programmes have effective ELL teaching strategies, but major improvements are required in practical training

Abstract

The growing linguistic diversity in English schools necessitates evaluating Initial Teacher Education programmes, particularly their capacity to prepare trainee teachers for educating English Language Learners (ELLs) (Cunningham, 2019; Demie, 2018). This study investigates the content, quality, and pedagogical foundations of Initial Teacher Education in England to assess whether these programmes adequately equip teachers for ELL instruction in mainstream classrooms (Flockton Murakami, 2008). This study addresses these deficiencies by examining the extent to which Initial Teacher Education programmes integrate relevant pedagogical theories, explore trainee teachers' experiences, and assess their confidence in teaching ELLs (Franson, 1999; Cajkler Demie, 2018).

Evaluation of Initial Teacher Education programmes for quality education of English Language Learners in England

Key Points

Abstract

Cite This Study

Also Consider

Also Consider