This chapter describes the research, policy, curriculum and pedagogical practices that guide the preparation of EAL teachers in the US context. First, the status of the teaching of EAL in the USA is described, with particular focus on the historical context, current national policy, EAL learner profiles and demographics of the current teaching force. Second, to explore how EAL teachers are
... [Show full abstract] prepared in the USA, five major aspects of these programs are discussed: research foundation, national policies, qualifications of EAL teacher educators, curriculum standards and competencies and clinical experiences. Third, to offer a complete picture of these programs in our context, we describe accreditation mandates and review and assessment benchmarks used to ensure accountability and quality assurance. Finally, to illuminate how such pre-service education is supplemented and enhanced in real classrooms, we discuss in-service professional development activities offered to EAL teachers in the USA.