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Teacher preparation in the 21st century within the United States and those states such as Georgia that are experiencing unprecedented increases in immigrant populations must be responsive to the changing demographics and the concomitant content, linguistic and cultural needs and resources of our PK-12 populations. This paper comes out of our collective interest in ensuring that we are delivering a quality and timely education to teacher learners. With the exception of our ESOL and Science programs[1], we report on the extent to which our curricula are serving the needs of the State’s ELL population in subject-area syllabi for pre-service teachers in the English, Social Studies, Mathematics, Library Media, and Instructional Technology units in our department. From our review, we discuss the challenges and the opportunities that are presented to us in striving to be responsive to the needs of our State’s immigrant population through our pre-service teacher education programs.

[1] This paper is based on a presentation given at the 2010 GATE Conference in Atlanta GA. All the present authors including Miyoun Lim, representing Science participated. Dr. Lim was unable to participate in the preparation of this paper. The department’s ESOL program, represented by the first author is not reported on in this paper as the purpose was to encourage the content area professors to study their practices.


Author accepted manuscript version of an article published in:

Tinker Sachs, G., Brown, N., Junor Clarke, P., Kinuthia, W., McGrail, E., & Sullivan, C. (2011). The challenges and opportunities for meeting the content area needs of English language learners in the teacher educator classroom. Gateways to Teacher Education,2. [Online Journal]. Available at