Abstract
The trend of placing English language learners (ELLs) in mainstream classrooms has teacher education programs developing their capacity to prepare all teachers to educate ELLs. This study examined how universities in Florida implement a professional development requirement to help faculty infuse ELL content into their courses. Our findings suggest that the state mandate generated a compliance mentality and a one-size-fits-all approach that was insufficient. To develop faculty ELL expertise, a more transformative approach is needed.
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