Intercultural Competence for Teachers of Young ELLs

Abstract

Language educators encounter challenges of integrating meaningful cultural content and assessment into ELL curricula, mainly due to inadequate professional support and training. Regardless of the growing number of young language learners and institutes around the globe, very limited studies have been conducted and published regarding young ELLs' intercultural competence (IC) development. The American Council on the Teaching of Foreign Languages (ACTFL) Global Competence Position Statement (2014) reinforces the importance of teachers helping learners deal with these challenges. This chapter conducted qualitative meta-analysis reviewing the existing literature on the various models of IC teacher preparation programs for young ELLs aiming to improve the IC components in teacher preparation curricula. The main components of IC to be infused into curricula include: (1) the educational needs and state standards of IC in teacher education programs; (2) IC theoretical frameworks and assessment models; and (3) IC practices in teacher education for young ELLs.