The need to prepare qualified English-language teachers for the ever-increasing population of diverse linguistic minority students in English-speaking countries is well documented in the literature (Gándara & Maxwell-Jolly, 2000; Gonzalez & Darling-Hammond, 1997). Much of this literature calls for preparing English as a Second Language (ESL) and Sheltered English (SE) teachers, by teaching them language-acquisition theory, language-teaching methodologies and approaches, and a range of content/subject areas.