English as a Second Language Certification
The mission of the English as a Second Language program at Rider University is to provide the skills, attitudes and understandings necessary to teach non-native speakers of English in order for them to achieve their greatest potential through education for life.
The course work in this program counts toward completion of the Master of Arts in Teaching (MAT).
This is a 24-credit program requiring five courses taken in late afternoons/evenings followed by a full semester of full-time student teaching in a host school in the region.
- ESL Certification
Don Ambrose, Ph.D.
Professor of Graduate Education
Memorial Hall 202
Assistant Professor of Spanish and Foreign Language Education
Fine Arts 343
Program Website: ESL Certification
Associated Department: Department of Graduate Education, Leadership, and Counseling
ESL (English as a Second Language) Certification Requirements
|CURR 700||Educational Foundations||3|
|CURR 548||Curriculum and Instruction for Diverse Learners||3|
|EDUC 520||Introduction to Linguistics and Psycholinguistics||3|
|EDUC 521||Teaching a Second Language||3|
|LITR 508||Literacy and the Bilingual/Bicultural Child||3|
|CURR 770||Clinical Experience and Seminar in Teaching||3-9|
|or CURR 771||Supervised Clinical Experience in Teaching|
Additional requirements for completion
- Completion of all courses before the clinical experience (student teaching) with a “C+” or better in each course and with a 3.0 grade point average.
- Completion of CURR 770 or CURR 771 with a “C+” grade or better.
Courses and Descriptions
CURR 700 Educational Foundations 3 Credits
This course provides psychological and interdisciplinary perspectives on teaching and learning. Within the theme of optimal development of creative intelligence, students use these perspectives to guide their reflective professional development throughout their program. The course develops knowledge, skills, and dispositions pertinent to (a) child and adolescent development, (b) learning theories, (c) philosophical and historical perspectives on education, (d) sociocontextual and interdisciplinary influences on education, and (e) higher-order creative and critical thinking.
CURR 548 Curriculum and Instruction for Diverse Learners 3 Credits
This course will examine the curricular and instructional issues that educational leaders must address in accommodating the school program to the needs and abilities of diverse learners. A historical perspective will be developed with an emphasis on how schools have responded to meet the needs of the exceptional child. Legal issues and programmatic trends will be examined and assessed since the inception of the Individuals with Disabilities Education Act. Multicultural issues will be introduced within the context of school and society. The responsibility of the educational leader in fostering a multicultural perspective pertaining to curriculum and instruction, governance, bias and prejudice and school climate and culture will be emphasized. Students will identify and develop curricular possibilities and solutions in school settings to accommodate learners’ diverse needs. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiences developed by the Educational Leadership Constitutient Council.
EDUC 520 Introduction to Linguistics and Psycholinguistics 3 Credits
This course provides an introduction to the properties of human languages and to their systematic study in the field of linguistics and psycholinguistics. Topics include the nature of human language as distinct from other communication systems; sound patterns (phonology), word-formation (morphology), sentence structure (syntax), and meaning (semantics) in the world's languages; relations to cognition, communication, and social organization; dialect variation and language standardization; language learning by children and adults; and the nature and history of writing systems. Intended for any undergraduate and graduate interested in language or its use. It is assumed that students have had no prior course work or exposure to linguistics and will begin with the basic assumptions that are shared by those who study language from a variety of perspectives. Students analyze their own speech patterns, investigate different speech acts in different languages and develop a research project using a linguistic construct in order to apply it to the second language classroom. Students present this project in a poster format to the university community at the end of the semester.
LITR 508 Literacy and the Bilingual/Bicultural Child 3 Credits
Presents multidisciplinary and interdisciplinary perspectives on bilingual/bicultural children and their reading process. Strategies and materials for second language reading instruction are suggested and discussed.
EDUC 521 Teaching a Second Language 3 Credits
This course focuses on interactive methods of teaching a new language as well as cross-cultural understanding. Students learn to plan using national and state standards for language instruction, organize activities, design and direct language learning tasks, and assess learning. Includes theoretical positions on communicative language learning and teaching, the use and evaluation of currently used materials, the design of new materials, and field experiences in the language to be taught. Students develop their professional portfolio, participate in an E-seminar, prepare a unit of study, and present lesson segments. Open to prospective world language teachers, ESL and bilingual teachers, as well as practicing teachers seeking certification. *NOTE: This course is cross-listed as READ 517. Student cannot get credit for both READ 517 and EDUC 521.
CURR 770 Clinical Experience and Seminar in Teaching 9 Credits
This course, designed for those seeking initial certification, requires full-time supervised daily participation in a school setting. The student gradually assumes a full load of teaching responsibility at the school. The experience will test the translation of educational theory into meaningful practice. A student-teaching fee is charged for this course. (nine semester hours).
CURR 771 Supervised Clinical Experience in Teaching 3 Credits
This practicum is a condensed version of the Internship in Teaching. It is available only to interns seeking teacher certification who already have a year of successful, full-time teaching experience or its equivalent. A special application must be made and approved for enrollment in the course. The practicum requires six weeks of full-time, supervised daily participation in a school setting. After a brief period of orientation to the school and classroom, the intern assumes a full load of teaching responsibility at the school. The experience finetunes the teaching abilities of interns and enables them to demonstrate competence in the specialty for which they seek certification.