ABSTRACT
Licensing K–12 English learner (ELs) in-service teachers in an online medium requires coherence across courses, a predictable and navigable online structure, and student and teacher interaction. This chapter describes the transformation of a fully online English language learning (ELL) teacher education program at Purdue University based on feedback from in-service teachers, school district administrators, faculty, and instructional designers. By grounding the program in an English language development framework, all course content, structures, and interactions were aligned to ensure overall programmatic coherence, site navigability, and teacher and student interaction. This chapter highlights implications for ways online teacher-education (OLTE) programs can model the supporting strategies and pedagogies needed for EL educators.
