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ERIC Number: EJ1174597
Record Type: Journal
Publication Date: 2013-Mar-11
Pages: 35
Abstractor: As Provided
ISSN: EISSN-1068-2341
Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications
López, Francesca; Scanlan, Martin; Gundrum, Becky
Education Policy Analysis Archives, v21 n20 Mar 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 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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: DRL0941014
IES Cited: ED580928