National Dual Language Education Teacher Preparation Standards

Purpose

The National Dual Language Education Teacher Preparation Standards provide a sound framework of six standards, each with corresponding sub-components anchored in relevant theory to support PK-12 [16] dual language educator preparation programs. The format of the standards, their sub-components, and the system of assessments for the how the standards are measured give colleges and universities a solid guide regarding the knowledge  

 

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Educators for a Multilingual Multicultural America

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Mission

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EMMA-Educators for a Multilingual Multicultural America is responsible for the care, use and on-going development of National Dual Language Education Teacher Preparation Standards – NDLETPS (LINK). Under the auspices of the Council for the Accreditation of Educator Preparation, EMMA aims to collaboratively guide institutions of higher education as they cultivate highly qualified dual language teachers nation-wide. A vital secondary goal is to assist SEAs, LEAs, professional organizations, and other educational entities to operationalize theoretically anchored professional development and guidance for in-service dual language teachers.

 

Vision

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Transforming Educators to Pursue Linguistic Freedom

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EMMA-Educators for a Multilingual Multicultural America is responsible for the care, use and on-going development of NDLETPS. Under the auspices of the CAEP, EMMA aims to collaboratively guide institutions of higher education as they cultivate highly qualified dual language teachers nation-wide. A vital secondary goal is to assist SEAs, LEAs, professional organizations, and other educational entities to operationalize theoretically anchored professional development and guidance for in-service dual language teachers.

 

To this end, a third goal of EMMA is to create a sustainable and synergistic space for research on dual language education that has the potential of informing and impacting related policy.

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At least five major goals for EMMA have emerged through the intersect of our obligations to CAEP as well as the needs of the field at large.  The goals presently entail the development of:

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1. a pool of reviewers to conduct the program evaluations associated with CAEP;

2. an assessment for teacher accreditation based on the national standards;

3. a digital badge or micro credential based on the national standards;

4. a handbook to facilitate the use of the national standards by SEAs, IHEs, and LEAs;

5. professional development opportunities (w/EMMA Consortium Members) for faculty engaged in the preparation of dual language education teachers anchored to the national standards.

 

In sum, we maintain that the national standards (NDLETPS) along with the establishment of the Specialized Professional Association (EMMA) through CAEP have created an all-new space for dual language education activities in the US with at least five formidable professional obligations.