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Journal of Teacher Education
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Faculty First

The Challenge of Infusing the Teacher Education Curriculum with Scholarship on English Language Learners

Jennifer Costa

Gary McPhail

Janet Smith

María Estela Brisk

Boston College

The increasing number of English language learners (ELLs) in U.S. schools requires rethinking teacher education (TE). Most teachers have received little preparation in how to educate ELLs. Change in TE programs is needed to ensure that TE students are prepared to teach ELLs. Such change begins by educating TE faculty first. One catalyst for change, a faculty institute in which faculty, doctoral students, and public school personnel participated, is described here. Analysis of the process, the content, and course changes illustrated this TE program’s efforts to infuse the curriculum with ELL scholarship. Change occurred with respect to individual faculty knowledge and awareness and resulted in changes to course syllabi. Emerging issues during the process illustrate how context influenced this change effort. TE programs need to adopt changes in order to graduate teachers confident in their knowledge of and preparation for multilingual and multicultural populations in order to serve all pupils effectively.

Key Words: faculty preparation • English language learners • teacher education

Journal of Teacher Education, Vol. 56, No. 2, 104-118 (2005)
DOI: 10.1177/0022487104274119
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This article has been cited by other articles:


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 Journal of Teacher EducationHome page
T. Lucas, A. M. Villegas, and M. Freedson-Gonzalez
Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners
Journal of Teacher Education, September 1, 2008; 59(4): 361 - 373.
[Abstract] [PDF]

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 Journal of Teacher EducationHome page
L. C. de Oliveira and S. Z. Athanases
Graduates' Reports of Advocating for English Language Learners
Journal of Teacher Education, May 1, 2007; 58(3): 202 - 215.
[Abstract] [PDF]