This study by the U.S. Government Accountability Office examined whether teachers who were responsible for English learners received adequate preparation in their teacher education programs to work successfully with this population of students. The study focused in depth of four states—California, Georgia, Nebraska, and Texas. The GAO also examined federal funding streams from the U.S. Department of Education which support teacher education for both ELs and for students with disabilities.
The National Comprehensive Center for Teacher Quality has produced a state-by-state matrix examining key components of licensure for ESL or bilingual education teachers, including: whether the state offers certification in ESL or bilingual education; whether the state requires the Praxis II exam; required coursework for ESL or bilingual education teachers; and requirements for general education teachers.
This 2009 issue paper from the National Comprehensive Center for Teacher Quality examines some of the key policy questions regarding the preparation of general education teachers who will be working with English learners. Included in the appendix is a rubric for evaluating teacher preparation programs. The body of the report outlines the research base for the evaluative components.
NCELA's 2008 report Educating English Language Learners: Building Teacher Capacity provides strategies for professional development practices for mainstream teachers of ELLs. There are three volumes to the report:
This synthesis provides an overview of the general studies of teacher quality, and proposes four areas of policy levers that can raise teacher quality for English language learners (ELLs). The four areas are preservice, recruitment and selection of teachers, inservice, and retention of exemplary ELD teachers. The paper describes the role of teacher education in preparing preservice teachers, identifies some exemplary inservice programs, states the standards developed for ELD teachers, and describes legislative and policy issues in licensing ELL teachers.
This NCES publication reports on a survey of teacher preparation, and includes a question related to professional development related to EL students. The survey finds that of all the topics considered, teachers were least likely to have had professional development relating to English learners.
National Clearinghouse for English Language Acquisition (NCELA)