English as a Second Language, Undergraduate Certificate

• Complete individual plan requirements.

Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Purpose Statement

This certificate prepares candidates for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. Candidates gain the knowledge, skills and dispositions for developing ESL skills across reading, writing, and listening, and for involving community and families as partners. They will also leave the program with a historical perspective of English learners in the U.S. Candidates will develop specific skills for assessing English learner proficiency and content area knowledge, and knowledge of various program models. They will become familiar with current research in ESL instruction, and understand how theory can be structured in classroom practice to develop the oral language and literacy skills of all students.

Student Learning Outcomes

• Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ (ELLs’) develop language and literacy and achieve in the content areas. Issues of language structure and language acquisition development are interrelated.
  • Language as a System-Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.
  • Language Acquisition and Development-Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content area achievement.
•  Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
• Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs.
  • Planning for Standards-Based ESL and Content Instruction-Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs.  They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
  • Implementing and Managing Standards-Based ESL and Content Instruction-Candidates know,  manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.
  • Using Resources and Technology Effectively in ESL and Content Instruction-Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching
• Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs.
  • Issues of Assessment for English Language Learners-Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.
  • Language Proficiency Assessment-Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.
  • Classroom-Based Assessment for ESL-Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom.
• Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families.
  • ESL Research and History-Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.
  • Professional Development, Partnerships, and Advocacy-Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.