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.
ED 681 Introduction to ESOL and Bilingual Education (3) This course explores the foundational principles of inclusive education for emergent bilingual students. Topics include principles of second language learning, instructional practices that support emergent bilinguals in accessing academic language in the content classroom, equity and advocacy for linguistically diverse students and their families, and differentiation of instruction in the linguistically and culturally diverse classroom.
Note: Successful completion of ED 681 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 English Language Development (ELD) for ESOL and Bilingual Settings (3) This graduate course focuses on theory, methods, and strategies for teaching English Language Development (ELD) in ESOL and bilingual settings. It emphasizes techniques for teaching the four language skills as well as language functions, meaningful grammatical forms, and vocabulary through content-based lessons. Language proficiency assessments will also be addressed. Projects encourage participants to become reflective practitioners as they analyze and critique their own 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.
If you haven’t found the information you need or are still not sure where to direct your question, contact Olivia Flores at firstname.lastname@example.org or 503-838-8675