The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants (GTAs) in English as a second language (ESL) methodology and/or ESL assessment courses at a Southwestern U.S. university. This study also investigated the perceptions of NES and NNES GTAs toward preservice teachers. This study explored the issue of whether preservice teachers are prepared to accept and validate diversity among their instructors which in turn should make them sensitive to diverse learners they will encounter in their future teaching. In the first part of the study, a total of 262 preservice teachers were surveyed. The survey data were collected in spring 2007 and fall 2008. Of the 262 preservice teachers, 20 participated in focus group discussions to provide further insight on their views of NES and NNES GTAs. In the second part of the study, four GTAs participated in a longitudinal study by writing online blog entries after any encounters (positive or negative) they had with their students inside and outside the classroom. The blogs reflected the GTAs? immediate reactions after their classes. In addition, semi-structured interviews were conducted with the GTAs. Findings of the first study revealed that preservice teacher perceived NES and NNES GTAs differently. Preservice teachers put a lot of emphasis on the intelligibility of the NNES GTAs. The preservice teachers were ?tolerant? if their NNES spoke English ?clearly?. However, there were some preservice teachers who were dissatisfied with their NNES GTAs due to their possessing a non-mainstream language. Findings of the second study revealed that NNES GTAs faced major challenges in their effort to be recognized as legitimate and competent instructors. Although the GTAs had vastly different personal backgrounds, perceptions, and identities as instructors, common themes or issues emerged from the data: (1) teaching is complex (linguistic, cultural, and racial issues are involved); (2) beliefs about teaching can change; (3) challenges are faced as an ?outsider? instructor; and (4) teaching provides experiences of joy. The study has implications for teacher education programs and training programs offered for international graduate students by universities.

Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students' perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students' perception of ESL programs.