Graduate Students Working With English Language Learners: Impact on Self Efficacy and Knowledge Acquisition Graduate students in a Communication Disorders and Sciences (CDS) program participated in a summer practicum with English Language Learners (ELLs). Eight third-semester graduate students participated in pre- and post-, semistructured interviews with their practicum coordinator as well as a “talk aloud” procedure. Interviews were analyzed to examine changes in self-efficacy ... Article
Article  |   October 01, 2013
Graduate Students Working With English Language Learners: Impact on Self Efficacy and Knowledge Acquisition
Author Affiliations & Notes
  • Valerie E. Boyer
    Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois
  • Disclosure: Financial: Valerie E. Boyer is an assistant professor and the director of the center for Autism Spectrum Disorders at the rehabilitation institute at Southern Illinois University.
    Disclosure: Financial: Valerie E. Boyer is an assistant professor and the director of the center for Autism Spectrum Disorders at the rehabilitation institute at Southern Illinois University.×
    Nonfinancial: Valerie E. Boyer is a volunteer teacher and speaker for Migrant Education, Inc. She has previously published in this subject area.
    Nonfinancial: Valerie E. Boyer is a volunteer teacher and speaker for Migrant Education, Inc. She has previously published in this subject area.×
Article Information
Cultural & Linguistic Diversity / Professional Issues & Training
Article   |   October 01, 2013
Graduate Students Working With English Language Learners: Impact on Self Efficacy and Knowledge Acquisition
SIG 10 Perspectives on Issues in Higher Education, October 2013, Vol. 16, 63-70. doi:10.1044/ihe16.2.63
SIG 10 Perspectives on Issues in Higher Education, October 2013, Vol. 16, 63-70. doi:10.1044/ihe16.2.63

Graduate students in a Communication Disorders and Sciences (CDS) program participated in a summer practicum with English Language Learners (ELLs). Eight third-semester graduate students participated in pre- and post-, semistructured interviews with their practicum coordinator as well as a “talk aloud” procedure. Interviews were analyzed to examine changes in self-efficacy and knowledge. A majority of students demonstrated evidence of benefit for the practicum in developing confidence in working with a diverse population, but students needed multiple opportunities with a variety of clinical education styles to continue to develop clinical knowledge.

Become a SIG Affiliate
Pay Per View
Entire SIG 10 Perspectives on Issues in Higher Education content & archive
24-hour access
This Issue
24-hour access
This Article
24-hour access
We've Changed Our Publication Model...
The 19 individual SIG Perspectives publications have been relaunched as the new, all-in-one Perspectives of the ASHA Special Interest Groups.