A Study On TESOL/NCATE Standards For The Recognition Of Initial TESOL Programs In P-12ESL Teacher Education

With the increase of international competitions during the21st century, international understanding becomes more and more important. The key to international understanding is language and culture, which are reflected by people who are well educated. So we should establish strict teacher education standards to ensure the quality of pre-service teacher education, and ensure the quality of personnel training.The United States has a long story and a rich experience in the pre-service teacher education quality assurance. At the early21st century, The National Council for Accreditation of Teacher Education (or NCATE) and the Teachers of English to Speakers of Other Languages (or TESOL) established a cooperative relationship, and both jointly develop a " English as a Second Language "(or ESL) teacher training standard, named TESOL/NCATE Standards for the Accreditation of Initial TESOL Programs in P-12ESL Teacher Education. Analysis of the experience of the United States in the education quality assurance of the pre-service teachers of English as a Second Language has an important reference work with the education quality assurance of teachers of Chinese as a Second Language.The dissertation starts with the concern about the dilemma and development of teachers of Chinese as a Second Language in the context of teachers’ professional development. The author then advanced that its research object is TESOL/NCATE Standards for the Accreditation of Initial TESOL Programs in P-12ESL Teacher Education (2010). Through the multiculturalism theory, the teacher professionalization theory and the Beredi’s methodology of comparative education, the author clarifies the background, the content system, the implementation of the characteristics and the impact of TESOL/NCATE Standards for the Accreditation of Initial TESOL Programs in P-12ESL Teacher Education(2010), to reveal four lessons for us:Firstly, to clarify the education mode of teachers of Chinese as a Second Language; Secondly, to advocate the establishment of a reasonable pre-service teacher education quality assessment system; Thirdly, to pay attention to the teachers of Chinese as a Second Language’s understanding of the student’s native language and the second language’differences; Fourthly, emphasis on the teachers’knowledge culture of the teachers of Chinese as a Second Language.