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).
Gabrielle Flockton (Thu,) studied this question.