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English language learners (ELLs) in K-12 schools continue to increase in number across the country. In California alone, about 1.5 million students are not sufficiently proficient in English to perform optimally in mainstream classrooms. The No Child Left Behind (NCLB) Act of 2001 emphasizes the need for highly qualified teachers, but just who is qualified to apply best educational practices to help ELLs reach their potential in an academic environment? This article will discuss how the Teachers of English to Speakers of Other Languages (TESOL)/National Council on the Accreditation of Teacher Education (NCATE) P-12 ESL teacher-preparation standards provide a nationally recognized framework for teacher preparation and evaluation, while at the same time providing for flexibility in the way in which certified ESOL teachers are prepared. Graduates of programs that follow these standards are ready to begin meeting the challenges of educating the next generation of ELLs in American classrooms.

On September 30, 2010, the California Commission on Teacher Credentialing (CTC) voted unanimously to approve a set of eight recommendations for authorization to teach English language learners. These recommendations approved by the CTC had been in development for almost two years and they focused on several issues, including: (1) a specific focus on "academic language" and "academic literacy" in the context of teaching English learners; (2) the development of knowledge, skills, and abilities necessary for single-subject teachers to successfully use SDAIE; (3) standards that should be reviewed, updated, and revised to assure that the content provided in preparation programs regarding English learners reflects current research and issues in the field; (4) the authorization for 2042-prepared single-subject teachers should be limited to authorizing holders to provide Specially Designed Academic Instruction for English (SDAIE) instruction only and should not include an authorization to provide English language development (ELD); and (5) further study should be given to the issue of the possibility of establishing an advanced EL authorization to provide a resource to all teachers and administrators with respect to teaching English learners in the content areas. For "CATESOL," the most important of the eight recommendations approved by the commissioners was the development of a "New or World Language" credential. The development of this new ELD or "New World" credential will help meet the language and academic needs of California's long-term English learners (Olsen, 2010). This certification will place teachers specifically prepared to teach English learners in leveled ELD or ESL classes at the middle and high school levels. Having specifically certified teachers working with ELs will increase the linguistic and language competency of ELs such that they can be successful in school and as a result be reclassified.

The article reports on the decision of the California Commission on Teacher Credentialing (CTC) to approve 8 recommendations for teaching English language learners on September 30, 2010. Among the issues mentioned in the recommendations include academic language and academic literacy in teaching English learners, and development of knowledge, skills and ability needed for single-subject teachers to use specially designed academic instruction in English (SDAIE).