The moment preservice teachers with an English as a Second Language endorsement complete an accredited teacher certification program, they are expected to be able to provide inclusive instruction to multilingual and multicultural students addressing both subject knowledge and English-language proficiency. Preservice teachers are expected to be ready because their program’s accreditation ensures that the content covered in the program aligns with the needs of the state’s department of education. The program's content is represented by its curriculum, while the needs of the state are found in its teacher endorsement standards. However, expectations are not always reflected in the perceived readiness of preservice teachers. This conflict presents essential questions for teacher preparatory programs: What if the preservice teachers feel unprepared upon program completion? What challenges does this present to teacher preparatory programs when their graduates feel their knowledge does not meet state standards?
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