In spite of the many ways that schools have changed to accommodate students not yet proficient in English, obstacles still exist that limit students' opportunities to receive adequate instruction. This paper describes the role of evaluation in developing a program to prepare Teachers of English to Speakers of Other Languages (TESOL). The teachers' voices presented in this paper suggest the importance of considering their contributions in refining and improving teacher preparation programs. Implications for on-going program evaluation and improvement are discussed.
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