| Description |
The State of Utah adopted the Utah Core State Standards (UCSS) in 2010, and realized full implementation at Local Education Agencies (LEAs) during the 2013-2014 school year. During this same period of time, minority enrollment statewide increased by nearly 60,000 students (USOE 2015). Many of these students, situated in minority-majority school districts throughout Utah, are also English Language Learners (ELLs). This study investigates K-5/6 preservice teachers with regard to their beliefs and knowledge of the Utah Core State Standards and English Language Learners. There is a significant amount of prior research on the subjects of what teachers need to know and the concept of TLA (TLA) (Andrews, 2003; Christison & Murray, 2014; Fillmore & Snow, 2000). This study examines teacher beliefs related to their current and prior coursework on the UCSS, preparedness to teach and implement the UCSS, confidence in their knowledge of teaching English and grammatical structures, and whether or not K-5/6 preservice teachers require more explicit instruction on the UCSS. Findings suggest that while K-5/6 preservice teachers have some knowledge of the UCSS, many feel that they need more explicit instruction of the contents, specifically with regard to ELLs and their linguistic needs. In addition, although most respondents feel their education related to teaching to the UCSS has been of high quality, far too many respondents felt that the UCSS would “provide the full range of support for teaching English Language Learners”. Results also suggest that instructors at the university level may need to adopt clear teaching strategies to explain the role of the UCSS and Utah’s membership in the World-Class Instructional Design and Assessment (WIDA) consortium. |
