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Evidence indicates that effective EL teaching requires specialized knowledge, dispositions, and practices, yet ELs are disproportionately assigned to novice or early-career teachers. This qualitative study examines how credential and induction requirements in California address teaching ELs and how far they require demonstrated EL proficiency. Findings show EL teaching as a common theme in preliminary standards, but limited external assessment points and weak induction focus.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-english-learners-in-california-how-teacher-credential-requirements-in-california-address-their-needs-getting-down-to-facts-ii/203032/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-english-learners-in-california-how-teacher-credential-requirements-in-california-address-their-needs-getting-down-to-facts-ii/203032.png","ImageObject",300,407,{"name":92,"@type":93},"Xiajie","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why does California need stronger teacher preparation for English learners?","Question",{"text":113,"@type":114},"ELs in California lag in test scores and graduation rates, and evidence suggests they benefit from specialized knowledge, dispositions, and practices. ELs are also more likely to be taught by novice or early-career teachers, increasing concern about adequate preparation.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What research approach does the study use to evaluate credential requirements?",{"text":118,"@type":114},"The study uses qualitative research methods to examine how teaching ELs is addressed in California credential and induction requirements, and the extent to which teachers must demonstrate EL teaching proficiency.",{"name":120,"@type":111,"acceptedAnswer":121},"What do the findings say about how credential requirements assess EL teaching proficiency?",{"text":122,"@type":114},"Teaching ELs appears as a prevalent theme in preliminary credential standards but external assessment points are limited. Induction especially lacks a clear EL focus and relies heavily on teacher self-reports, which are formative and not mastery-based.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},203032,1788554172,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},8814010472675,"https://avatar.qwps.com/avatar/WGlhamll","Technical Report  \nTeaching English Learners in California: How Teacher Credential Requirements in California Address their Needs  \nLucrecia Santibañez  \nClaremont Graduate University  \nChristine Snyder  \nClaremont Graduate University  \nSeptember 2018  \nAbout: The Getting Down to Facts project seeks to create a common evidence base for understanding the current state of California school systems and lay the foundation for substantive conversations about what education policies should be sustained and what might be improved to ensure increased opportunity and success for all students in California in the decades ahead. Getting Down to Facts II follows approximately a decade after the first Getting Down to Facts effort in 2007. This technical report is one of 36 in the set of Getting Down to Facts II studies that cover four main areas related to state education policy: student success, governance, personnel, and funding.  \nTeaching English Learners in California: How Teacher Credential Requirements in California  \nAddress their Needs  \nLucrecia Santibañez  \nClaremont Graduate University  \nChristine Snyder  \nClaremont Graduate University  \nAcknowledgements  \nThis study was prepared for the Getting Down to Facts II project. We are grateful to Ilana Umansky and Courtney Bell for their feedback on earlier drafts of this report. Linda DarlingHammond, Katharine Strunk, and Thomas Luschei also provided useful feedback at various points during this project. We want to thank Danielle Centeno and DeLacy Ganley at CGU for providing us with continuous guidance and access to the CGU induction program. This project would not have been possible without them. Susanna Loeb and Jeannie Myung at GDTFII were instrumental in making this research happen. Lastly we want to thank all teachers and mentors who consented to be part of our study. All errors remain our own.  \nAbstract  \nThe underperformance of English Language Learners (ELs) in test scores and high school graduation rates raises important questions about teacher preparation in California. A small, but growing body of evidence suggests that teachers of ELs need specialized knowledge, dispositions and practices to effectively teach this population. ELs in the state are disproportionately more likely to be taught by novice or early-career teachers. Therefore, it is of particular concern that teachers in California enter classrooms adequately prepared. This study uses qualitative research methods to explore to what extent is teaching ELs addressed in credential requirements in California, and to what extent does the process require teachers demonstrate proficiency teaching ELs. The analysis finds that teaching ELs is a prevalent theme in preliminary credential program standards, and to lesser extent induction standards. Overall, however, the process has only a few external assessment points (mostly in the preliminary stage) that would allow independently verifying whether teachers implement EL-specific practices and knowledge. Induction especially lacks a clear focus on ELs. Proficiency in induction program standards is assessed through teacher self-reports. These are formative in nature, and have no real consequences as induction requires teachers to show growth only, not mastery. Mentors, by virtue of their qualifications or training could serve as quality controls, but whether they are able to fulfill this function is left to the individual programs to decide. This study provides further evidence that teachers of ELs may not receive adequate training in specialized knowledge and practices needed to teach this population. Results from this work can inform policies in California and other states that are grappling with how to better prepare mainstream teachers to educate linguistic minority students.  \ni | Getting Down to Facts II  \nTable of Contents  \nIntroduction ..................................................................................................................................","cbCailjrUOyzTgGv","https://ap.wps.com/l/cbCailjrUOyzTgGv","pdf",1436074,74,"English","# Introduction\n# Theoretical and Empirical Perspectives\n## Conceptual Framework: Literature on Teaching ELs\n## Perspectives on Teacher Training—Preservice\n## Perspectives on Teacher Training—Induction\n# Teaching Credentialing Requirements in California\n## Preliminary Requirements\n## Clear Credential Requirements\n## Summary\n# Data and Methods\n## Participants and Context\n## Data Sources and Collection\n## Data Coding and Analysis\n# To What Extent is the Teaching of ELs Addressed by Credential Requirements?\n## Addressing ELs—Preliminary\n## Clear Credential Phase: Addressing ELs\n## The Role of the Mentor in Addressing ELs","[{\"question\":\"Why does California need stronger teacher preparation for English learners?\",\"answer\":\"ELs in California lag in test scores and graduation rates, and evidence suggests they benefit from specialized knowledge, dispositions, and practices. ELs are also more likely to be taught by novice or early-career teachers, increasing concern about adequate preparation.\"},{\"question\":\"What research approach does the study use to evaluate credential requirements?\",\"answer\":\"The study uses qualitative research methods to examine how teaching ELs is addressed in California credential and induction requirements, and the extent to which teachers must demonstrate EL teaching proficiency.\"},{\"question\":\"What do the findings say about how credential requirements assess EL teaching proficiency?\",\"answer\":\"Teaching ELs appears as a prevalent theme in preliminary credential standards but external assessment points are limited. Induction especially lacks a clear EL focus and relies heavily on teacher self-reports, which are formative and not mastery-based.\"}]","Teaching English Learners in California - How Teacher Credential Requirements in California Address their Needs - Getting Down to Facts II | PDF",186]