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ERIC Number: ED484732
Record Type: Non-Journal
Publication Date: 2004
Pages: 41
Abstractor: ERIC
Quality Teachers for English Language Learners: A Research Synthesis. Publication Series No. 2
Tellez, Kip; Waxman, Hersh
Mid Atlantic Lab for Student Success
Recent political imperatives have pushed the issue of teacher quality to the top of the reform agenda in U.S. education (Cochran-Smith & Fries, 2001; Darling-Hammond & Youngs, 2002). While the recent focus on teacher quality may give us the illusion that it is a new topic, questions about the preparation, recruitment, and retention of good teachers has been an ongoing concern (Urban, 1990) and remains an international issue (Hopkins & Stern, 1996). However, the interest in teacher quality has yet to yield research or policy studies specifically examining the quality of teacher preparation for English-language learners (ELLs). The continued low achievement among ELLs and the prospect for continued ELL population growth in U.S. schools, as well as the data reporting the lack of preparation for English-language development (ELD) teachers, suggests the immediate need for an appraisal of ELL teacher quality. Research, policy constraints, and opportunities that have contributed to the general lack of quality among ELD teachers are examined here. This paper begins by framing teacher quality around several important policy "levers." Following this, the structural factors central to teacher quality is examined. As part of this effort, the paper briefly explores the role teacher education has played in the development of ELD teachers, moving next to recently developed standards for ELD teachers, and on to legislative and policy issues in licensing ELL teachers. Finally, the paper discusses the knowledge base in ELD instruction, considering (and speculating) on the specific kinds of knowledge ELD teachers need to provide high-quality instruction.
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.
Grant or Contract Numbers: N/A