Requirements:

Candidates for the endorsement are required to demonstrate English language proficiency.

The candidates who are not native speakers of English need to have been regularly admitted to the University and passed the basic skills test for initial certification. 

Candidates for the endorsement are required to have experience learning a second language in order to gain knowledge of linguistic structure and the relationship between language and culture, e.g. college level course work, supplemental recommendations of appropriate experience, etc.

The program demands one year college foreign language coursework with a grade of C or better, or the equivalent as decided by the TESOL faculty.

1.0

Linguistics:

1.1

Basic Concepts in Linguistics

Demonstrate an understanding of the nature of language, its systematic organization, language origins and history, variation and changes, and major models of linguistic description.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: LNGE 223 This course covers an introduction to all of these areas.  Students read and analyze real discourse as well as learn the systematic organization of language in general, and English in particular.  (See course syllabus) 

1.2

Introduction to the English Language

Use knowledge of the major subsystems of present-day English (grammatical, phonological/graphemic, and lexical/semantic), its historical development and dialectical variation.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: LNGE 223 and LING 402  In addition to the overview given in LNGE 223, English is used to examine the subsystems necessary to become a literate educated user of English.  LING 402 is the detailed study of English grammar.

2.0

Language Acquisition

2.1

Psycholinguistics

Demonstrate knowledge of the language acquisition processes in first and second language learning, age differentials in language learning, and individual learning styles.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: LNGE 425  (See course syllabus.)  This course deals with the acquisition of a second/foreign language and includes the differences in how individuals learn depending on age, educational background and learning styles.  In addition, the contrast with first language acquisition is examined.  Students are often requested to do “case studies” and or extensive interviews, or diary studies if they are themselves bilingual.

2.2

Second Language Acquisition

Apply knowledge of the nature of learning a second language simultaneously with, or subsequent to, one's first language.  Recognize linguistic, cognitive, affective, cultural, and social factors influencing the acquisition of another language.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: LNGE 425 (See course syllabus.)  This course also deals with the simultaneous acquisition of two languages and the relationship to learning and proficiency as affected by cognitive, social, affective factors. 

3.0

Language and Culture

3.1

Sociolinguistics

Apply knowledge of basic sociocultural variables in language use and language learning, types of bilingual and multilingual educational situations, and social determinants of dialect and style.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: ANTH 340  (See course syllabus.)

3.2

Culture and Society

Identify and value the elements of sociocultural systems, cultural pluralism in society, comparison and interrelationship of English-speaking and linguistically diverse cultures, culturally determined lifestyles and learning styles, and their effects on second language learning.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: LNGE 425 and Core courses in the College of Education address these competencies. (e.g., SOFD 328, part of the professional education sequence.)

3.3

Intercultural Communication

Analyze processes and problems of communication as affected by national/ethnic cultures, and the effects of differences in verbal communication, non-verbal communication, values, meaning, perception, and thought.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: CTAC 374 (See course syllabus).

4.0

Pedagogy

4.1

Methods of Teaching ESL

Develop and implement curricular instructional objectives based on theoretical approaches, methods for teaching ESL, and appropriate language-teaching techniques and procedures, including information technologies.

Elementary

Major:

Minor:

Secondary

Major:

K-12

Endorsement: TSLN 410 (See course syllabus). This course includes using a variety of techniques, materials, and procedures for all skills needed as well as an introduction to the ESL Standards (TESOL professional organization) and how those are met for various proficiency levels at different grade levels. 

(field experience of 20-24 hrs is completed within TSLN 410).

4.2

Instructional Materials for ESL

Evaluate and select appropriate teaching materials, adapt instructional materials to specific situations, design creative materials for English language learners, and modify curricular resources for diverse student populations.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: TSLN 420 (See course syllabus).  This course was designed to help students learn to evaluate and adapt ESL and content materials for use with a variety of English Language Learners (ESL Students) who have a variety of cultural and linguistic backgrounds, as well as different language proficiencies and grade levels.  Students identify and review both published materials and web-based materials. 

4.3

ESL Assessment

Identify, assess, and place students in appropriate instructional programs.  Review, evaluate, and implement a variety of assessment instruments and strategies used with limited English proficient students, K-12 and in post-secondary studies.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: TSLN 420 (See course syllabus). This course also looks at identification of students for services, placement within programs, and looks at current published assessment measures as well as assessment practices for classroom teachers.  The ESL Standards from TESOL are used in terms of potential assessment scenarios.

5.0

Practicum

5.1

Language Teaching Practicum

Perform effectively under directed observation, supervised teaching practice, and with progressive teaching responsibilities which contribute to experience and competence in the primary role of ESL teaching.

Elementary

Major:

Minor:

Secondary

Major:

Minor:

K-12

Endorsement: EDUC 497, 498, 499. Specific number of hours to be determined by ESL/TESOL program.