English as a Second Language Endorsement Certificate
This program is designed for the teacher with a certification in another area who wants to add an endorsement (additional certification) as an ESL teacher who helps non-English speakers become fluent in the English language. This is a streamlined, rigorous, and sequential program of professional studies that combines the best of theory, research, and practice. It is designed for part-time students who take one or two late afternoon/evening courses per semester. The teaching internship (student teaching) at the end of the program requires full-time enrollment for one semester. The program is state approved and nationally accredited.
The course work in this program counts toward completion of the Master of Arts in Teaching (MAT).
This endorsement provides ESL teaching credentials for those already certified in another specialization. For example, teachers certified in elementary education or in a secondary specialization can become credentialed to teach ESL through this program track. This is a 15 credit program requiring five courses taken in late afternoons/evenings.
- English as a Second Language Endorsement Certificate
Kathleen Pierce, Ph.D.
Director of Post-Baccalaureate Teacher Certificate and Master of Arts (MAT) Programs
Memorial Hall 202
María Villalobos-Buehner, Ph.D.
Associate Professor of Spanish, ESL, Bilingual, and World Language Education
Fine Arts 354
Program Website: ESL Endorsement Certificate
Associated Department: Department of Graduate Education, Leadership, and Counseling
English as a Second Language Endorsement Certificate Requirements
|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|
|EDUC 560||Educating and Evaluating the Bilingual Child||3|
Courses and Descriptions
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 proficiencies developed by the Educational Leadership Constituent 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.
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. Students cannot get credit for both READ 517 and EDUC 521.
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 560 Educating and Evaluating the Bilingual Child 3 Credits
An examination of the historical, legal and pedagogical aspects of the education of language minority students. Considers the design of school programs for minority students including legal mandates, testing, staffing and funding. Emphasis is placed on the evaluation of bilingual students as they enter, develop and exit from special programs of study.