TESOL K-12 ENDORSEMENT PROGRAM
Section 2 Program Summary

Eastern Michigan University's TESOL program faculty were instrumental in the development and implementation of the State of Michigan's K-12 ESL Endorsement, and EMU was the first institution statewide authorized to prepare teachers for this qualification. EMU's K-12 ESL Endorsement Program evolved in response to a request from the Oakland Intermediate School District to help empower their teachers to better serve the increased number of English language learners in their schools prior to Michigan's recognition of ESL and the enactment of the endorsement.  EMU's TESOL Program has thus been running since before the inception of the state sanctioned endorsement and has served teachers throughout Michigan, delivering instruction in Oakland County, Hamtramck, Livonia, at EMU's Ypsilanti campus, and by video to the Van Buren Intermediate School District.

a.         From the beginning, EMU's K-12 ESL Endorsement Program has sought to provide teachers with coursework comparable to that which is offered in our TESOL Masters Program, with particular emphasis on the challenges encountered by teachers and learners in local K-12 settings. The primary goal "is to provide teachers with skills to more effectively address the academic and social challenges presented by increasingly diverse students, and to appreciate those students as resources for instruction and classroom management.”   Specific goals and objectives include, but are not limited to the following:

• To familiarize public school teachers with the processes of first and second language acquisition and strategies for addressing the needs of English Language Learners (ELLs);

• To sensitize language teachers to cultural differences within, between, and among students of various language backgrounds;

• To familiarize public school teachers with various methods and techniques used to teach language components and skills;

• To familiarize public school teachers with the integration of classroom content materials with English language skills using a variety of instructional models;

• To instruct teachers on aligning lessons with the ESL Standards promoted by the professional organization (TESOL);

• To suggest ways teachers can use their own background information and experience in assessing both language and content for ELLs; and

• To familiarize teacher with appropriate intake, placement and progress assessment instruments and procedures for ELLs in k-12 settings.

The program is explicitly consistent with the mission of the Department of Foreign Languages and Bilingual Studies' Teaching Programs;  “The program is committed to preparing skilled second/foreign language teachers for a variety of national and international education settings.  Graduates will possess appropriate language competency, cross-cultural awareness, and pedagogical skills and resources to provide effective instruction that meets US national standards.” 

b.         The sequence of courses is as follows:

• Pedagogical Grammar and Phonology of ESL (TSLN 502 / 3 credits)

This course examines the structure and sound systems of American English as they apply to the teaching and learning of English as a second/foreign language.  Practical aspects of usage are emphasized.

• Second Language Acquisition for Classroom Teachers (TSLN 525 / 3 credit hrs)

This course examines the learning of English, simultaneous with or subsequent to one’s first language in the K-12 setting in the U.S. Linguistic, cognitive, affective, cultural, social and instructional factors will be addressed. 

• TESOL Methods (TSLN 410G  / 3 credit hours)

Various methods and techniques used to teach language components (grammar, vocabulary, pronunciation) and language skills (reading, writing, listening and speaking) are examined with regard to the theories on which they are based. Practice in developing and implementing balanced and effective language lesson plans is provided.

• Content-based Materials & Testing in the ESL Classroom (TSLN 521 / 2 cr. hrs)

This course provides guidelines for teachers who want to develop materials and tests appropriate for the integration of academic content with English language skills for non-native speakers of English

• Cultural Issues in Language Teaching (FLAN 540 / 2 credit hours)

This course addresses prospective language teachers’ need to understand the effect of various cultural values on language learning and teaching to develop techniques that will enhance their students’ learning.

• Observation and Analysis of Multicultural Classrooms (TSLN 503 / cr. hrs.)

This course provides teachers with observation and analysis skills for classroom-based research and techniques for working with paraprofessionals with language minority students in the public.

c.         Within the methods course and the materials/testing course, students are engaged in viewing, observing, implementing a variety of techniques that will engage learners of different styles.  In the TSLN 525 course, the concept of multiple intelligences and different learning styles is introduced; in the TSLN 410G and TSLN 521 classes, the concept of multiple intelligences and differing cultural backgrounds and learning styles are addressed in manner that is grounded in theory but focused on practical applications.  Students are expected to demonstrate the use of techniques that will engage learners of English using all of the senses.  This is especially true when the concept of content-based and/or sheltered language instruction is practiced and developed.

d.         At the theoretical level, the relevance of age to second language development is examined through a discussion of critical period hypotheses in the Second Language Acquisition course (TSLN 525).  At the practical level differences between language learners at various ages is addressed in all classes, but particularly in the Methods (TSLN 410G) and the Materials and Testing course (TSLN 521).  Emphasis is placed on the K-12 teaching standards promulgated by the professional organization, TESOL and on differences in instructional settings.  Teachers taking these classes are expected to develop appropriate lesson plans, teaching strategies, and materials for the age, grade, proficiency levels and needs of their current or future ELLs.  

e.         Cultural Issues in Language Teaching (TSLN 540) was developed to raise the consciousness of teachers about gender equity, cross-cultural and global issues. Materials, for example, are evaluated in terms of gender equity, stereotypical gender roles, racial and ethnic stereotypes, and sensitivity to a variety of different language and cultural backgrounds.  The subject area itself is reflective of global perspectives.

f.          Students are assessed in a variety of ways in all of the program's courses.  Hands-on projects, reports, demonstrations, presentations, tests are used as part of the assessment process. 

The emergence of Eastern's K-12 Endorsement Program as an outgrowth of ongoing cooperation between EMU's TESOL program and local school districts reflects the department's and the university's longstanding commitment to the interface between theory and practice as well as that between the institution and the community.  The program was designed with the needs and preferences of K-12 teachers in mind.  It has been delivered primarily off-campus and in a manner that respects the insight and experience of the teachers it serves.  Through quality of instruction and adaptability to the needs of its clients it provides meaningful professional development to Michigan teachers.

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