Developing Student-, Knowledge-, Assessment-, and Community-Centered ESL (English as a Second Language) Teacher Education Curriculum: Theoretical Framework

• In Event: Key Issues in Preparing Preservice Teachers of English Language Learners

Abstract

This paper will describe a theoretical framework for developing an ESL teacher education course that focuses on students, knowledge, assessment, and community building. It will be organized into three components: a) identifying a knowledge gap based on an examination of a recent debate on second language teacher education Freeman & Johnson, 2005; Tarone & Allwright, 2005), b) envisioning new possibilities based on a review of the National Research Council’s recommendation for teacher education programs (Bransford, Brown & Cocking, 1999), and c) situating the course within the context of Teachers of English to the Speakers of Other Languages (TESOL)/National Council for Accreditation of Teacher Education (NCATE) Program Standards (2007), and U.S. Department Education’s reform agenda (2010).

Author

• Youb Kim, University of Northern Colorado