title: ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.
abstract: The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.
authors.forename: Chiu-Yin
authors.initials: CY
authors.lastname: Wong
authors.forename: John
authors.initials: J
authors.lastname: Indiatsi
authors.forename: Gary K W
authors.initials: GK
authors.lastname: Wong
mesh_terms: D003144:Communication Barriers; D054521:Cultural Competency; D018864:Cultural Diversity; D003479:Curriculum; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D019303:Multilingualism; D036301:Qualitative Research; D014481:United States