Year: 2025
Type: article
Study design: Observational Study
Abstract: ABSTRACT English language learner (ELL) students in K‐12 schools in the United States need to develop both English language skills and content‐area subject knowledge using English as the medium of instruction. As such, teacher education programs that specialize in K‐12 ELL teaching are tasked with preparing teacher candidates to integrate language teaching and K‐12 content‐area learning. This, however, requires ELL teacher education programs to draw on and integrate theories, techniques, and knowledge from not only applied linguistics and second language acquisition, but also content‐area education. This study investigated the current state of TESOL programs in the United States, focusing on their coverage of knowledge bases, the orientation of their coursework (language focus vs. K‐12 content focus), and faculty expertise (applied linguistics vs. education), through a survey ( n = 78) and interviews ( n = 11) with TESOL program directors. Findings are discussed by comparing programs that offer K‐12 ELL teacher licensure and programs that do not. The implications include a call for interdisciplinary approaches in ELL teacher education.
Source: TESOL Journal
DOI: 10.1002/tesj.70087
Authors: Ryan T. Miller, Megumi Hamada
Institutions: Kent State University, Ball State University
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,850
OpenAlex ID: W4415824508