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Socio-Emotional Development of English Language Learners and Teacher Education


by Youb Kim ó October 24, 2011

This commentary focuses on the gap between Common Core State Standards (Common Core State Standards Initiative, 2010) and Professional Standards for the Accreditation of Teacher Preparation Institutions (The National Council for Accreditation of Teacher Education, 2007) in addressing socio-emotional development of English language learners (ELLs). Using a writing sample from Yonsu (pseudonym), a female student whose home language is Korean, I will make a case for the importance of supporting socio-emotional development of growing ELL student population in U.S. schools and their school success. I will then discuss an important challenge this gap imposes on teacher education programs in the United States.


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Cite This Article as: Teachers College Record, Date Published: October 24, 2011
http://www.tcrecord.org ID Number: 16567, Date Accessed: 12/15/2017 5:25:32 AM

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About the Author
  • Youb Kim
    The Pennsylvania State University
    E-mail Author
    YOUB KIM is an assistant professor in the Department of Curriculum and Instruction at the Pennsylvania State University. She is specialized in English as a Second Language (ESL) literacy, language learning, and assessment, multicultural teacher education, and teacher preparation. She conducts design experiments on ESL learning and teaching. She serves on International Reading Associationís Helen M. Robinson Grant Committee and an editorial review board member for the Reading and Writing Quarterly.
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