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 Graduate School of the University and thus have met the TOEFL or MELAB requirements or equivalent, as well as having 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

TSLN 502 and TSLN 525 include an introduction to all of these areas.  Students read and analyze scripts and actual speech samples, and learn the systematic organization of language in general, and English in particular. 

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

TSLN 502 is a detailed study of English Grammar and Phonology.  TSLN 525 introduces the concepts of variation in language as it applies to English.

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

TSLN 525 deals with the acquisition of a second/foreign language and includes the differences in how individuals learn depending on age, educational backgrounds, and learning styles.  In addition, the differences between first and second language acquisition are examined.  Students are asked to do case studies and/or extensive interviews, or diary studies if they themselves are 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

TSLN 525  In addition to the explanation above, this course also deals with the simultaneous acquisition of two languages and the relationship to learning and proficiency as affected by cognitive, social, and 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

TSLN 525, FLAN 540, TSLN 521 all include components of sociolinguistics.  The sociocultural variables in language use and language learning are examined in both TSLN 525 and FLAN 540.  The types of educational settings and ways to work with students from different sociocultural backgrounds are used as background for the projects in FLAN 540 (especially the ethnography and lesson plans).  The sociocultural educational background is taken into account in determining appropriate assessment and modification of instruction for content in TSLN 521.

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

FLAN 540, TSLN 410G, TSLN 521 are all based on the importance of valuing different sociocultural systems and the need to work with linguistically diverse cultures in the schools in the state of Michigan.  The emphasis in FLAN 540 is a theoretical understanding and a planned application.  The emphases in TSLN 410G and TSLN 521 are on actual classroom settings for improving the English language learners’ ability to use English both socially and academically to succeed.

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

FLAN 540 is the primary course in which processes and problems of communication due to diverse backgrounds are discussed.  TSLN 525 also deals with non-verbal communication, perception and thought.  TSLN 503 applies the theoretical knowledge to actual classroom through observation as well as through the work with paraprofessionals, many of whom represent diverse backgrounds.  TSLN 410G, the TESOL methods course, has to consider the dimension of intercultural communication for effective language teaching and learning.     

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

TSLN 410G 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.  Introduction to web-based materials and resources for use with English language learners is included.

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

TSLN 410G, TSLN 521 and TSLN 503 all address the issues of materials for ESL.  TSLN 410G deals primarily with language materials; TSLN 521 deals primarily with content and assessment materials; TSLN 503 helps the candidates to be able to analyze the effectiveness of materials and approaches through the use of analyses of data from classes.  The candidates in TSLN 521 learn to evaluate and adapt content materials for English language learners from a variety of cultural and linguistic backgrounds, different language proficiencies and grade levels.  This same course works with meshing the curriculum frameworks and the TESOL standards for coherent instruction.  Both published and web-based materials are examined in TSLN 410G and TSLN 521.

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

TSLN 521 looks at the identification of students for services, placement within programs, and 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.  The requirements of No Child Left Behind and assessment implications are examined.

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

The candidate is evaluated individually for the need for a further practicum experience.  If the TESOL program faculty deem necessary, the candidate will be expected to register for TSLN 688.  Evaluation is based on past teaching experience, the lessons observed and analyzed in TSLN 503,  TSLN 410G and TSLN 521.