Reynolds, Kate MastruserioJiao, Jingjing2014-03-112014-03-112012https://hdl.handle.net/11299/162764Page 127-153This research study investigated the effect of Content-Based Instruction (CBI) and its influence on pre-service teachers' (PSTs) perceptions of their existing knowledge and capabilities for teaching English language learners (ELs). Our goal was to examine the PSTs’ development in content-based instruction during a 16-week CBI course and their insights and changes resulting from the experience. The researchers hoped to determine what aspects of CBI methodology were new, noteworthy and important for PSTs in order to identify what they were not receiving in their general education teacher preparation courses. Over the course of three semesters, 49 participants took pre- and post-course surveys comprised of open-ended questions and five Likert scale close-ended questions to measure their insights and changes. Findings revealed substantial changes to pedagogical philosophy, instructional practices, curricular and materials development, awareness of ELs’ needs, and stance toward advocacy.en-USArticle