Evaluation of Initial Teacher Education programmes for quality education of English Language Learners in England : Provision, practice, expectations

Flockton, Gabrielle and Afitska, Oksana (2026) Evaluation of Initial Teacher Education programmes for quality education of English Language Learners in England : Provision, practice, expectations. PhD thesis, Lancaster University.

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Abstract

The growing linguistic diversity in English schools necessitates evaluating Initial Teacher Education programmes, particularly their capacity to prepare trainee teachers for educating English Language Learners (ELLs) (Cunningham, 2019; Demie, 2018). This study investigates the content, quality, and pedagogical foundations of Initial Teacher Education in England to assess whether these programmes adequately equip teachers for ELL instruction in mainstream classrooms (Flockton & Cunningham, 2021). With nearly 1.7 million pupils requiring language support (The Bell Foundation, 2024), research consistently shows that Newly Qualified Teachers (NQTs) feel underprepared for teaching ELLs (Starbuck, 2018). Alarmingly, fewer than 50% of NQTs report feeling prepared, with this figure declining over time (Ginnis et al., 2018). Gaps in Initial Teacher Education curricula include insufficient integration of Second Language Acquisition (SLA) theories and English Language Teaching (ELT) pedagogies—key components for addressing linguistic diversity (Lucas & Villegas, 2010; Murakami, 2008). This study addresses these deficiencies by examining the extent to which Initial Teacher Education programmes integrate relevant pedagogical theories, explore trainee teachers' experiences, and assess their confidence in teaching ELLs (Franson, 1999; Cajkler & Hall, 2009). Using a mixed-methods approach—including surveys, interviews, and curriculum analysis—it identifies successes and shortcomings in preparing teachers for linguistically diverse classrooms (Flockton & Cunningham, 2021). Findings reveal that while some programmes include effective ELL teaching strategies, widespread improvements are needed, particularly in practical, classroom-based training. Recommendations are made for enhancing Initial Teacher Education curricula to better prepare future teachers and ensure ELLs receive quality education. These insights are vital for policymakers, educators, and Initial Teacher Education providers in adapting to an increasingly multilingual educational landscape (Cunningham, 2019; Demie, 2018).