The Status of ESOL Teacher Education in the State of Georgia

Authors

  • Dr. Cathleen Doheny University of West Georgia
  • Dr. Gertrude Tinker Sachs Georgia State University

DOI:

https://doi.org/10.56887/galiteracy.93

Keywords:

English Language Learners, achievement gap, ESOL teacher education

Abstract

During the Literacy Summit, a small group of teacher educators from across the state focused on literacy and literacy teacher education for English to Speakers of Other Languages (ESOL). Presentations of achievement test scores of English Language Learners (ELLs) at the state level mirrored those of ELLs at the national level. Both sets of test scores show evidence of achievement gaps between ELLs and other subgroups of students.

Author Biographies

  • Dr. Cathleen Doheny, University of West Georgia

    Dr. Cathleen Doheny is an Associate Professor of Reading Education at the University of West Georgia. 

  • Dr. Gertrude Tinker Sachs, Georgia State University

    Dr. Gertrude Tinker Sachs ([email protected]) is an Assistant Professor of Language and Literacy Education at Georgia State University. 

The Status of ESOL Teacher Education in the State of Georgia

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Published

10/30/2007

Issue

Section

Research and Practitioner Articles

How to Cite

Doheny, C., & Sachs, G. T. (2007). The Status of ESOL Teacher Education in the State of Georgia. Georgia Journal of Literacy, 30(2), 32-39. https://doi.org/10.56887/galiteracy.93

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