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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 0000-0001-8556-1859), Megumi Hamada
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
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  Data: Integration of Language and Content-Area Teaching in TESOL Programs
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  Data: <searchLink fieldCode="AR" term="%22Ryan+T%2E+Miller%22">Ryan T. Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8556-1859">0000-0001-8556-1859</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megumi+Hamada%22">Megumi Hamada</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(4).
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  Data: 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
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  Data: 10.1002/tesj.70087
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  Data: 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.
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      – SubjectFull: Second Language Learning
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