The Benefits of Home Tutoring of English Language Learners: The Tutor’s Perspective
Gail Bollin, WeiWei Cai

Abstract
This study reports the findings of a content analysis of journal entries of 90 preservice teachers who participated in home-based tutoring of Mexican immigrant children over the course of one semester. The results indicated that a home-based service learning experience was more successful than school-based and community-based service learning projects in bringing about positive attitudes towards working with English Language Learners (ELLs). The preservice teachers who were predominantly white, middle class females reported the loss of negative stereotypes of ELLs and their families, an increased understanding of the privileges and problems of social class, a better understanding of how to individualize instruction for ELLs and a desire to advocate for ELLs and their families in their future careers.

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