The Campfire Effect: A Preliminary Analysis of Preservice Teachers' Beliefs About Teaching English Language Learners After State-Mandated Endorsement Courses

Abstract

Abstract This article focuses on the influence that Arizona's mandated Structured English Immersion endorsement policy has on preservice teachers' beliefs and attitudes toward English language learners. By utilizing both quantitative and qualitative methods of inquiry, our preliminary analysis showed “the campfire effect,” which is to say that our undergraduate students overwhelmingly reported that the endorsement courses had a positive result on both their confidence and underlying ideological beliefs about teaching English language learners. The campfire effect, therefore, is an important step in the teacher learning process, particularly with such controversial topics as the education of culturally and linguistically diverse students.