Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

Autor/inn/en	López, Francesca; Scanlan, Martin; Gundrum, Becky
Titel	Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications
Quelle	In: Education Policy Analysis Archives, 21 (2013) 20, (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Education Programs; Language Teachers; English Language Learners; Theory Practice Relationship; Grade 4; Hispanic American Students; Reading Tests; National Competency Tests; Specialists; Teacher Certification; Academic Achievement; Bilingual Teachers; Teaching Methods; Reading Achievement; Curriculum; Educational Assessment; State Standards; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Theorie-Praxis-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lesetest; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Curricula; Lehrplan; Rahmenplan; Education; assessment; Bewertungssystem
Abstract	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 ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01