UniversityModels for ESLand Bilingual TeacherTraining VirginiaP. Collier

Many areasof stimulatingresearch on the educationof minority lan- guagestudents are bringingnew awarenessand maturityto the field.We heard today of excitingnew theoriesand researchfindings in first and secondlanguage acquisition; of languageand culture,and cognitionand the contentareas; and of a deeperunderstanding of the complexityof assessmentissues. Institutions of highereducation (lHEs) play a key role in the stimulationof thisresearch through support of facultyand doctoral students,through dissemination of researchfindings, and ideallythrough an applicationof theory to practicein which researchfaculty work with teachertrainees and localschools to arrangecooperative ventures with universities. This key role of IHEspoints to the first obviousimplication of the find- ings presentedin other papersat this conference.Since most of this researchemerged out of a universitycontext with university(or perhaps federalgovernment or privatefoundation) support, these findings shottld hopefullyfind their way backto teacherpreparation programs where stu- dents and faculty can study, analyze,and apply the knowledge ap- propriatelyin classrooms.Do these researchfindings in our field get disseminatedfor useat the classroomlevel? What is happeningin univer- sity bilingualand Englishas a secondlanguage (ESL) teacher training to help stimulatethis growth? To begin to addressthis question,I conductedan extensiveliterature reviewof sourceson teachertraining in ESLand bilingualeducation (BE) Justsince 1980 over 250articles and chaptersin bookshave been written addressingsome aspects of bilingual/ESLteacher training. Many impor- tant topicsemerged as growingareas of concernfor IHE faculty.Due to the brevity of this paper,discussion will be limitedto the following:

Bilingualand ESLteacher resources BE and ESLstate certification, teacher competencies, and the IHE curriculum

81 Currentnew curriculartrendsand influences of BE/ESLon qeneral teachereducation o Assessmentof teachers.

BEIESL Teacher Resources A brief look at statistical estimatesshows that the needsin our fieldare staggering.For several years now there has been a nationalshortage of teachersin bilingual education,special education, math, and science.Of the 3'6 million limited-English-proficient (LEP)students (ages 4-1g) iden- tifiedin the 1978 children'sEngrish and servicesstudy (waggoner r9g3), only 30 percent were beingserved through bilingual anoZoi gSL instruc- tion (Bell 1982). The rest were in sink-or-swim(zubmersion) mainstream classes. The 1980-82 TeachersLanguage Skills Survey identified the need for 100,000bilingual teachersif bilingual programs are implementedin schoolsin which LEP studentsfrom one languagebackground are suffi- ciently concentratedto make suchprogramsleasible. In l9g2 therewere an estimated 27,000to 32,000trained bilingualteachers, thus leaving 68,000to 73,000 yet to be trained.Since tos iHEscurrently graduate ap- proximately 2,000to 2,600trained bilingual teachers each y"u, (Blatch- ford 1982), we have a rong way to go. The TeachersLanguage skiils Surveyalso identified103,000 teachers who were assignedto teachESL but of whom only 40 percent had receivedany training in methodsof teaching ESL. It was estimatedthat at least 350,000teachers need specializedESL training(o'Malrey r9g3; o'Mailey and waggoner rgg4).

BE and ESL State certification, Teacher competencies, and the IHE Curriculum As stateshave become increasinglyaware of the needfor bilingualand ESLteachers, through suchfactors as federal government influence, court decisions,or pressures of locar minority laiguage communities,states havepassed legislation describingprovisions for the schoolingof LEp stu- dents and have developed accompanyingstate certificationand/or en- dorsementrequirements for bilingualanJ ESLteachers. As of rgg4,22 stateshad developed bilingualteacher certification, 23 had developed ESL teacher certification, while another r0 were in the processof development. only r4 stateshad not begunthe processof deveropment of eitherESL or bilingual teachercertificalion (National Clearinghouse for BilingualEclucation 1984). Certificatiotrrequirenrcrrrs Vor! from state tc-rstate, ancl lflEs must designtheir curriculum in the teachertraining program ro rneetstate re- quirementsas a priority. FrequentlyIHE faculty are involved in the developmentof staterequirements. I found no lessthan 40 publishedlists of variouscompetencies for bilingualand ESLteachers. Some are publish- ed by individualfaculty members to disseminateinformation about a par- ticular IHE program. Some authors attempt to define competencies through bilingual teacher effectivenessstudies (Clark and Milk 1983; Rodriguez1980). Probablythe mostwidely disseminatedlists are the Centerfor Applied Linguistics(CAL) guidelines for bilingualteacher certification (CAL 1974); the Teachers of English to Speakersof Other Languages(IESOL) guidelinesfor ESLteacher certification IESOL 1975);and the Acostaand Blanco(1978) competencies for universityprograms in bilingualeduca- tion. All three of thesewere draftedby severalauthors and underwenta review process.The NationalAssociation of StateDirectors of Teacher E,ducationand Certification(NASDTEC) developed standards for bilingual and ESLteachers that were revisedin 1984and were designedto be a general model for state certification,based .on the CAL' and TESOL guidelines.Table 1 (seepage 84) presentsan abbreviatedversion of the NASDTECcompetency guidelines along with suggestedcourses that might be offeredat a universityto meet eachcompetency.

Missingfrom theseNASDTEC specialization competencies are someim- portant areas,such as curriculumdevelopment in BE and ESL,assess- ment of minority languagestudents, and methodsof teachingcontent areasbilingually. All of these would be coveredby generaleducation coursesrequired of all teachers,but NASDTECstandards do not require that bilingualand ESL teachersreceive specialization courses in these areas. Here the dilemma beginsfor designingappropriate IHE curriculafor the specializations.The more universityfaculty actively supervise field experiencesand studentteaching, the greater the perceivedneed for more specializedcourses to adequatelyprepare teachersto face the specialneeds of students(Mohatt and Erickson1981; Rivera and Simich 1982;Jacobson 1983). Equally strong pressurefor specializedcourses comesfrom the growingknowledge base generated by researchfindings on the schoolingof minority languagestudents (findings that need to be communicatedto teachersin training).Yet, just as in specialeducation, a proliferationof coursescontinues to be addedto our specializationen- dorsement.While we are discussingincreasing coursework for our specialization,general teacher educationis getting heavy pressureto shortenthe processand providealternate routes to certification,such as the 200 hour (equalto four courses)preparation, plus one year of super- vised teachingnow being experimentedwith in New Jersey.This is minimal comparedto most teachereducation programs. Table I NASDTECCertification Standards (abbreviated)*

ContentStandard in Bilingual/ PossibleIHE Course Multiculturol Education (B/M ED) Offerings 1. Proficiencyin L, and Lr, Foreignlanguage and English for effectiveteaching departmentcourses. 2. Knowledgeof historyand Cross-culturalstudies, culturesof L, and L, speakers multiculturaleducation (ME), historyand civilization, literature,ethnic studies 3. Historical,philosophical, and Foundationsof BE (or legalbases for B/M ED and introductionto BE) related research 4. Organizationalmodels for Foundationsof BE programsand classroomsin B/M ED 5. L, methodsof teaching Methodsof teachinqa second (includingESL methodology) language 6. Communicationwith students, Cross-culturalstudies. ME. parents,and othersin culturally school/communityrelations and linguisticallydifferent communities 7. Differencesbetween L, and Sociolinguistics,bilingualism Lr; languageand dialect differencesacross geographic regions,ethnic groups, social levels ContentStandords in'English PossibleIHE Courses for Speakersof Other Longuoges Offerings 1. Natureof language,language Generallinguistics; English varieties,structure of English phonology,morphology, and language syntax 2. Demonstratedproficiency in Englishdepartment courses ' spokenand written English 3. Demonstratedproficiency in Foreignlanguage courses a secondlanguage 4. L, and L, acquisitionprocess Languageacquisition 5. Effectsof socio-culturalvariables Languageacquisition, ME, on languagelearning cross-culturalstudies, sociolinguistics 6. Languageassessment, program Languageassessment, program development,implementation, development,and evaluation and evaluation *These are supplementalstandards to the NASDTECprofessionai educa- tion standardsrequired of all teachers(NASDTEC1984). New IHE Curricular Trends in BE/ESL A Part C study of bilingualeducation teacher training programsfound that stateBE certificationstandards played a major role in determining the IHE curriculumfor bilingualstaff, with requiredcourses mainly in culture,linguistics, and generalissues in BE (RMCResearch Corporation 1984).The NASDTECstandards also address issues in linguistics,culture, and generalissues in BE and program development.We have already added curriculum development,assessment, and methodsof teaching contentareas bilineually to the NASDTEClist. To keep up with the latest trends,additional specializations within our field are growing rapidly- bilingualspecial education, computer-assisted instruction (CAI) in bilin- gual/ESLsettings, and bilingualvocational education. Many teachersbe- ing certifiedfor working in K-12public school settings need at leastan in- troductionto CAI and to someof the issuesinvolved in bilingualspecial education. Many teachertraining programsare designedfor bilingualand ESL teachersto receive different degrees,yet much of the coursework overlaps,and bilingualand ESLstaff can benefitmost from an integrated approachto training(Collier 1985). Figure I illustratesan idealizedmodel that I would proposefor an integratedbilingual/ESL teacher preparation program.Table 2 (seepage 86) presents sample courses in an integrated trainingprogram for bilingualeducation/ESL teachers, incorporating all of the curricularareas described previously. The integrationof bilingual and ESLteacher training is a major themein a new textbookby Ovando and Collier(1985).

Figure I

Integrating Bilingual and ESL Teacher Training

Bilingual/ESL TeacherPreparation

Foreign English Language Education Dept. Dept. Dept. Table 2 Sample Courses in an Integrated Bilingual/Esl Teacher Preparation Program

First and secondlanguage acquisition and bilingualism Teachingnative languagearts Methodsof teachinga secondlanguage (e.g., ESL, SSL, VSL) Methodsof teachingcontent areas, both bilinguallyand throughthe second language

Multiculturaleducation, including teaching the culturallyand linguistically dif- ferent exceptionalchild Program models, policy, school-communityrelations, and administrative issuesin bilingualeducation and ESL The phonology,morphology, and syntax of English The phonology,morphology, and syntaxof anotherlanguage, in additionto English(for bilingualteachers) Assessmentin bilingual/ESLsettings Curriculumdevelopment in bilingual/ESLsettings Readingand researchin foundationsof education(anthropology, sociology, history,philosophy, psychology, social psychology related to the educationof minority languagestudents)

Use of instructionaltechnology for teachingfirst and secondlanguages and contentareas

Now we are backto our dilemma.Ideally, in thisintegrated program bilingual/ESlprofessors who teach the coursescome from multiple specializationsand are active researchers,keeping up with the latest researchfindings on theschooling of minoritylanguage students. Yet we havecreated a specializationthat is verv separatefrom that requiredof mainstreamteachers, many of whom alsowork with minoritylanguage students.These teachers also need exposure to issuesand methodsof workingwith specialpopulations. The bilingual/multiculturalfaculty at a universitymust find waysto in- fusethe mainstreamteacher preparation curriculum with elementsof bilingual/multicultural/ESLtraining. Some possible alternatives are mini- coursemodules taught by the bilingual/multicultural/ESLfaculty in generalteacher education courses and the creationof new required coursesin the mainstreamteacher preparation program to meetNational Councilfor Accreditationof TeacherEducation (NCATE) requirements in multiculturaleducation and specialeducation. Students with other lan- guagebackgrounds specializing in bilingualeducation also add important multilingual/multiculturalcontent to mainstreamcourses through their participationin discussion,group projects, and seminars. The PartC study of bilingualteacher training programs (RMC Research Corporation 1984) foundthat the majorityof IHE programswith specializationin BE have one-thirdof thecoursework devoted to thespecialization at thebachelors leveland two-thirdsat the masterslevel.

Assessment of Teachers EstablishedBE/ESL teacher competencies and IHE curriculadesigned to meetthese competencies are not completewithout appropriate assess- ment. No entry/exit criteria and assessmentpractices for IHE teacher trainingprograms have been proposedat the federallevel, but various states(e.g. California, Illinois) have taken initial stepsto analyzecomplex issuesin this importantarea. For generalteacher certification, the NationalTeacher Examination (NTE)is increasinglybeing used as a measureof teachers'skills in general and professionalknowledge and in the content areas. For bilingual teachers,the additionof the specializationassumes some measure of pro- ficiencyin two languages,and knowledgeand awarenessof at leasttwo cultures.In thispaper I only havespace to addressvery brieflya few lan- guageassessment issues. Many IHEsassume that generaluniversity entrance requirements are satisfactoryas a measureof sufficientEnglish proficiency (e.g. the TOEFL, SAT,TSWE) for studentsentering the teacherpreparation program. If stu- dentsare provisionallyadmitted with a lower scoreon one of thesetests, they are generally given remedial help through specializedESL or English department courses,or from tutorial centers. For second lan- guage entrance assessment,bilingual program faculty usually require some combination of a commercial or noncommercialinstrument (sometimesadministered by the foreign languagedepartment), an infor- mal interview, or classroomobservation (Seidner 1982). State certificationrequirements may determine the measureof profi- ciency in the two languagesto be used upon exit from the teacher preparationprogram. Too often, a standardizedmeasure for foreign lan- guageteaching that is not an appropriatemeasure for languageuse in a bilingualclassroom is used.From researchin languageproficiency assess- ment, we know that integratedand pragmatic languagetests are more completeand appropriatemeasures of languageproficiency than discrete point tests and that valid measuresshould obtain an estimate of a teacher'sreceptive and productivelanguage skills in the socialand educa- tional contexts in which the languagewill be used (Hamayan 1981; Seidner1982; Duron 1983).Keller (1982)also questions in whichlanguage variety (or varieties)teachers should be testedand the importanceof measuringboth basic interpersonalcommunicative skills (BICS)and cognitive-academiclanguage proficiency (CALP) (Cummins 1979), in- cludingCALP in the contentareas the teacherwill be teaching.Some localmeasures have been developed in a few states,but muchremains to be done. In summary,university bilingual and ESLteacher training programsare maturing and expanding,but there is still much that remains to be ex- ploredand accomplished.A nationalsurvey of bilingualprogram faculty showed that we are relatively inexperienced,with directors averaging seven years of experiencein teachingtraining, five years in bilingual teachertraining, and five yearsin bilingualschool teaching; and bilingual program faculty averaging five years in teacher training, two years in bilingual teacher training, and two years in bilingual public school teaching(Seidner 1982). Other measures of BE,/ESLfaculty involvement in active school-basedresearch, faculty commitment to supervisionof practicum experiencesfor students,and other important applicationsof researchto the classroomare unknown at a nationallevel. We are a young emerging field, but there are many highly committed bilin- gual/ESLprofessionals in highereducation who are determinedto institu- tiortalizebilingual/ESL teacher training programs and who will work to strengthenthe link betweenresearch and the classroom.

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