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

Autores/as

  • Francesca López Marquette University
  • Martin Scanlan Marquette University
  • Becky Gundrum Marquette University

DOI:

https://doi.org/10.14507/epaa.v21n20.2013

Palabras clave:

academic achievement, English language learners, teacher certification programs, NAEP, Latinos

Resumen

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.

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Biografía del autor/a

Francesca López, Marquette University

Francesca López is an assistant professor of Education in the Department of Educational Policy and Leadership at Marquette University. Her current research interests include examining the ways teacher-student dynamics inform the development of identity and achievement among Latino English language learners. She has published her research in such journals as Teachers College Record, Hispanic Journal of Behavioral Sciences, Educational Policy, and Reading and Writing Quarterly.

Martin Scanlan, Marquette University

Martin Scanlan is an assistant professor of Education in the Department of Educational Policy and Leadership at Marquette University. His current research interests are focused on social justice educational leadership focused on inclusive service delivery models for traditionally marginalized students, bilingual education, and Catholic schools. He has published his research in such journals as Educational Administration Quarterly, Journal of School Leadership, and Urban Review.

Becky Gundrum, Marquette University

Becky Gundrum is a doctoral student of Education in the Department of Educational Policy and Leadership at Marquette University. Her current research interest focuses on school board governance and school improvement. She also has held positions in higher education administration and project management in the College of Education at Marquette University.

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Publicado

2013-03-10

Cómo citar

López, F., Scanlan, M., & Gundrum, B. (2013). Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications. Archivos Analíticos De Políticas Educativas, 21, 20. https://doi.org/10.14507/epaa.v21n20.2013

Número

Vol. 21 (2013)

Sección

Articles