No English Learner Left Behind: How Can States and Teacher Preparation Programs Support Content-Area Practitioners?

Abstract

This study investigates the responses that education stakeholders give to regular teacher and teacher candidate professional needs because of the increasing number of English learners. Two major research questions related to the increase of English learners in US schools and to the responses that stakeholders have provided guided the inquiry. Using a case study approach, the results show that not only have the numbers of English learners risen, but also that some school districts have witnessed drastic demographic shifts. In response to these shifts, decision makers have attempted to meet teacher professional needs. In light of these findings, I formulate recommendations to educational stakeholders at national, state, local, and to teacher preparation program developers to engage in systematic reforms to meet regular practitioner needs.