Linguistic Awareness and Knowledge among Prospective English Teachers in Kuwait: Implications in Inclusive Classrooms

Abstract

The study explored the knowledge of Kuwaiti prospective teachers in linguistic constructs related to English literacy coaching in developmentally, linguistically and culturally inclusive classrooms. A total of 150 prospective teachers were assessed using an online questionnaire based on a widely used survey instrument. A deficit of explicit knowledge was observed in the phonological, morphological and orthographic awareness constructs, with a marginally improved performance in the knowledge of teaching instruction. These results, in conjunction with the lack of correlation between performance levels and completed credit hours, suggest that no significant gains in knowledge are made throughout the core curriculum modules of English teaching preparation. The findings reveal the necessity of greater attention towards language content and materials presented to prospective teachers, enabling better decisions on the optimal literacy instruction practices for children with differing abilities in inclusive classrooms in Kuwait.