ESOL Endorsement/Certificate curriculum overview:
We strongly recommend that students take ED 581, ED 682, and ED 683 before all other courses. All candidates must pass the NES ESOL exam and complete the requirements of the ESOL practicum for credentialing. ED 609 is required to recommend for the endorsement.
Once admitted to ESOL Endorsement Program, you will work with an advisor to plan the courses you will take and how you will complete the academic requirements of the program. By filing this Endorsement Contract (PDF form), you have a road map for completing your endorsement and clarity on what to expect. Students that wish to complete the Certificate program are not required to take the practicum courses.
Courses for the ESOL Endorsement/Certificate program:
- Completion of six courses:
- ED 581 Introduction to ESOL and Bilingual Education (or alternate course approved by advisor) (3 cr.)
- ED 682 Sociopolitical Foundations of ESOL/Bilingual Education (3 cr.)
- ED 683 Fostering Cultural & Community Connections in the ESOL/Bilingual Classroom (3 cr.)
- ED 684 Language Acquisition & Educational Linguistics in the ESOL/Bilingual Classroom (3 cr.)
- ED 691 Curriculum, Instruction & Assessment Strategies for English Language Learners (3 cr.)
- ED 692 Classroom Strategies in First & Second Language Reading & Writing (3 cr.)
- A passing score on the NES ESOL exam (http://www.orela.nesinc.com):
- Completion of the ESOL Practicum (ED 609). The Practicum will be conducted in a classroom where at least 20% of the students are identified as English Language Learners. Students must apply to the ESOL Coordinator or Director of Clinical Practice and Licensure one term preceding the practicum. ESOL Fieldbook
- Certificate only students are not required to complete the ESOL practicum.
Course of Study for the ESOL/Bilingual Endorsement:
- Completion of all the above ESOL Endorsement requirements
- Evidence of proficiency in a foreign language. The language requirement may be met by completing at least 6 credits of upper-division foreign language coursework or by successfully passing the TSPC-approved exam. For Spanish language, the required exam is the Spanish NES (National Evaluation Series ) test-exam information can be obtained at http://www.orela.nesinc.com
- Students in ECE or Elementary authorizations: For Spanish language, complete practicum in bilingual classroom.
- Students in Middle or High School authorizations: For those with an endorsement in foreign language (e.g., who teach Spanish language), there will be no additional requirements. All others (e.g., with endorsements in Language Arts, Math, etc.) must perform a teaching demonstration in the foreign language in front of a panel of experts.
ED 581 Introduction to ESOL and Bilingual Education (3) Introduction to the field of ESOL and bilingual education. Provides an overview of the principles of second language acquisition, and explores classroom practices that allow English language learners at different proficiency levels to access grade-level content while developing skills in academic and social language.
Note: Successful completion of ED 581 is strongly recommended for all other courses.
ED 682 Sociopolitical Foundations of ESOL/Bilingual Education (3) This graduate course surveys the historical development of ESOL/bilingual education. It provides insights into government policy and legal aspects of ESOL/bilingual education as well as research, theory and classroom implications. Emphasis is placed on the philosophy of ESOL/bilingual education in a sociopolitical and cross-cultural context. Projects encourage participants to become reflective practitioners, as they critique and analyze their own beliefs and teaching practices, and plan their professional growth.
ED 683 Fostering Cultural and Community Connections in the ESOL/Bilingual Classroom (3) This graduate course explores the concept of culture and its manifestation in society, the community and the classroom. It examines the research literature and it provides a theoretical foundation for understanding how cultural groups and students’ identities affect the educational process and the classroom climate. Strategies to maximize learning using cultural and community resources, as well as to build partnerships with families, are addressed. Projects encourage participants to become reflective practitioners, as they critique and analyze their own beliefs and teaching practices, and plan their professional growth.
ED 684 Language Acquisition and Educational Linguistics in the ESOL/Bilingual Class (3) This graduate course explores current theory and research in first and second language acquisition and issues in linguistics applied to ESOL/Bilingual education. Topics in language acquisition include historical and current theories, developmental stages, as well as the factors that influence learning an additional language. Topics in educational linguistics include concepts in phonology, morphology, syntax, semantics and pragmatics, with a focus on classroom applications. Projects encourage participants to become reflective practitioners, as they critique and analyze their own beliefs and teaching practices, and plan their professional growth.
ED 691 Curr., Instruction, and Assessment Strategies for English Language Learners (3) This graduate course examines current curriculum models, materials, teaching approaches and assessment techniques that maximize the academic achievement of English language learners. It emphasizes strategies related to planning, implementing, and managing instruction that enable students in different proficiency levels to access the core curriculum and develop language skills. Projects encourage participants to become reflective practitioners, as they critique and analyze their own beliefs and teaching practices, and plan their professional growth.
ED 692 Classroom Strategies in First and Second Language Reading and Writing (3) This course explores the relationship between first and second language literacy and between oral and written language skills. It examines ESOL and bilingual literacy teaching strategies for differentiated proficiency levels, as well as materials, classroom organizational structures and assessment tools. Approaches for literacy development that bridge experiential and cultural differences, including multicultural literature and family involvement in learning are emphasized. Projects encourage participants to become reflective practitioners, as they critique and analyze their own beliefs and teaching practices, and plan their professional growth.
ED 609 Practicum: ESOL/Bilingual (3) Teachers with insufficient supervised work experience or practical experience in Bilingual or ESOL classrooms are required to complete a supervised practicum to meet the requirements for an endorsement. Teachers with sufficient experience may petition to have the practicum waived.
Note: Pre-requisites for ED 609 are: 1) obtaining a passing score on the ESOL test and 2) completing at least 15 credits of coursework toward the ESOL endorsement.
Faculty members in the ESOL/Bilingual program have advanced degrees and many years of experience working with English language learners in a variety of settings and grade levels. Classes are based on collaborative discussions, hands-on activities, and field experiences that make learning more meaningful and relevant to the realities of today's schools.