A University and Middle-School Partnership: Preservice Teachers' Attitudes Toward ELL Students

Abstract

Abstract This article addresses the knowledge and attitudes of preservice teachers about refugee English Language Learners before and after engaging in a pen pal writing project. The results reflect positive changes in the preservice teachers' understanding of their attitudes toward refugee English Language Learners and in their understanding of the implications of teaching linguistically and cultural diverse learners. Keywords: attitudesELL studentspen pal writingpreservice teachersrefugeesUniversity/public school partnership This research was conducted while Doris Walker-Dalhouse was a faculty member at Minnesota State University Moorhead.