ESL Teacher-Education Programs: Measuring up to the TESOL/NCATE Yardstick (original) (raw)
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An ESOL Curricular Model: Infusing ESOL Standards in Teacher Education
2014
Florida approved teacher preparation programs provide coursework in English to Speakers of Other Languages (ESOL) based on a mandate that began for graduates in 2004; however, there are few studies on the effects of an ESOL integrated model. The data show that an ESOL-infused program effectively prepares teacher candidates in demonstrating ESOL standards. The data were applied to a Likert scale and the results revealed that the program ranked between the ranges of average and exceeds expectations. The results will foster further research on a larger scale on ways to effectively prepare teacher candidates to work with English learners (ELs). This study examined the effects of an ESOL-infused program in an elementary education program at a private college in Florida. Since 2004, teacher candidates graduating from elementary, exceptional student education, pre-Kindergarten/ primary, or English education programs are eligible for certification in their respective area and are endorsed i...
An ESOL Curricular Model: Infuse ESOL Standards in Teacher Education
2014
Florida approved teacher preparation programs provide coursework in English to Speakers of Other Languages (ESOL) based on a mandate that began for graduates in 2004; however, there are few studies on the effects of an ESOL integrated model. The data show that an ESOL-infused program effectively prepares teacher candidates in demonstrating ESOL standards. The data were applied to a Likert scale and the results revealed that the program ranked between the ranges of average and exceeds expectations. The results will foster further research on a larger scale on ways to effectively prepare teacher candidates to work with English learners (ELs).
2011
Most educators who prepare teachers or other professionals in English as a Second Language (ESL) or English as a Foreign Language (EFL) would agree that the teaching of English to Speakers of Other Languages (TESOL) is a uniquely distinct academic and professional discipline. Specific linguistic, cultural, and pedagogical knowledge, skills, and abilities need to be acquired and developed to successfully meet the needs of the more than 5 million preschool to grade 12 English learners (ELs or English language learners/ELLs) across the US, representing more than 400 different language backgrounds (Goldberg, 2008), and the approximately 1.5 million in California, where more than 80% of ELs are Spanish speakers (California Department of Education, 2010).
What novice PreK-12 ESL teachers want to tell TESOL teacher educators
TESOL Quarterly, Special Issue on Novice Professionals in TESOL, 2012
Programs in the United States that certify PreK–12 teachers in English as a second language (ESL) must meet high and consistent standards in their preservice preparation. However, there is little empirical evidence on the degree to which such preparation actually meets the needs of teachers once they begin their careers. Teaching English to speakers of other languages (TESOL) programs that do not collect data on graduates have limited information about how graduates are faring in their induction years. This lack of data may prevent TESOL programs from effectively preparing teacher candidates to work with English language learners. Knowledge of actual working conditions and challenges faced by practicing teachers is essential to program self-study and appropriate teacher preparation. This article reports on 77 graduates of one MA TESOL program offering PreK–12 state certification in ESL who have taught in public schools for 1–4 years. Using online surveys, interviews, site visits, questionnaires, and a focus group, this research investigated the work these teachers engaged in, the challenges they encountered, and how the MA TESOL program did or did not support the demands of their work. The purpose was to identify areas of mismatch between program preparation and current workplace demands, both to provide immediate feedback to the program and to generalize about the need for MA TESOL programs to identify the types of demands their graduates may be encountering in U.S. schools.
Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications
education policy analysis archives, 2013
In this study, we examined the degree to which the requirements in each state’s teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL’s reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic…
2019
In this issue of MATSOL Currents, you will find reports on MATSOL's Spring Conference and on our presence at the TESOL Convention and at TESOL's Policy and Advocacy Summit. There are introductions to our newest Board members, a review of the activities of MATSOL's special interest groups (SIGs), and a (mostly good news) report from the Massachusetts Coalition for Adult Education. We have six articles, on a variety of topics: Early Childhood education; using riddles and jokes to reach vulnerable students; designing an ESL program for EL parents; challenging the "deficit perspective"; training pre-service teachers for advocacy; and the preparation of teachers of ELs in Maine. We have a personal-experience essay on the experiences of a firstyear teacher, and we end with reviews of the Mursion simulation scenario for practicing parent-engagement techniques and of an Alyson Richman novel called The Secret of Clouds. We hope you will find some items that engage your interest. On behalf of the Board of Directors, I'd also like to recognize Ann Feldman for her years of service to MATSOL as a volunteer, board member and, most recently, staff member. We wish Ann a very happy retirement! Sincerely, Melissa Latham Keh MATSOL President MATSOL News We'd like to recognize Ann Feldman for her years of service. We are collaborating with MIRA and MCAE to advance the interests of immigrants and refugees.
Brock Education Journal
This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.