Integration of Language and Content-Area Teaching in TESOL Programs
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| Title: | Integration of Language and Content-Area Teaching in TESOL Programs |
|---|---|
| Language: | English |
| Authors: | Ryan T. Miller (ORCID |
| Source: | TESOL Journal. 2025 16(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Content and Language Integrated Learning, Second Language Learning, English Learners, Teacher Education Programs, Elementary Secondary Education, Applied Linguistics, Language Teachers, Interdisciplinary Approach |
| DOI: | 10.1002/tesj.70087 |
| ISSN: | 1056-7941 1949-3533 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489799 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70087 |
