Preparing Teachers of ELLs in the U.S. and Its Implications for Korea

Abstract

This study aims to investigate key issues or themes in terms of teachers knowledge, skills, and dispositions for preparing teachers to teach English Language Learners (ELLs) in the U.S. context. Also, it aims to provide an appropriate teacher education framework based on the revealed key themes. In order to achieve the goals, total 16 studies were selected from four electronic databases and one scholarly journal with descriptors such as teacher education programs, in-service, pre-service, and ELL. The 16 studies were grouped into two categories for the convenience of analysis and discussion: theory or principle-driven research and practical or empirical research. Through thorough reviewing, across the categories, six themes that are relevant to teachers knowledge, skills, and dispositions for ELLs were emerged repeatedly as follows: pedagogy, language, culture, parents and home, teachers themselves, and beliefs and attitudes. Based on these findings, a teacher education framework for ELLs was suggested with some implications for teachers of multicultural students in Korea. Also, implications for English teacher education in Korea were suggested.