Teaching English to Speakers of Other Languages - Initial Certification

English to Speakers of Other Languages (ESOL), pre-k-12 - All Grades

• Initial Certification
  

This program is committed to the preparation of professional educators whose expertise provides broad and rich support to the education of students from language backgrounds other than English. The program faculty recognizes the tremendous diversity of languages, cultures, learning styles and preferences, and forms of knowledge which English Language Learners bring to their educational experiences. We celebrate that diversity as a resource to all learners. While the primary responsibility of the ESOL educator is to help students achieve full proficiency in English, the Nazareth TESOL programs also strive to prepare ESOL educators who:

• Develop deep understanding of their students, and combine this understanding with knowledge about language and language acquisition;
• Design and implement learning experiences which promote both the development of English language proficiency and mastery of the concepts and skills necessary for academic success, as well as the fulfillment of personal potential;
• Address not only language, but also the academic, socio-cultural, and self-advocacy needs of diverse English Language Learners.

To accomplish these goals, ESOL educators must be grounded in a broad knowledge of the curriculum, and must especially attend to the development of literacy. Learners from language backgrounds other than English use their knowledge of their first language to achieve proficiency in additional languages; therefore ESOL educators must be prepared to assist students in exploring the connections between their native language and literacy and English.

Through coursework and experiences in the field, ESOL educators acquire a vast repertoire of teaching strategies appropriate to English Language Learners of different ages, first language backgrounds, and prior school experiences. Those strategies apply both general principles of teaching and learning and principles of second language acquisition. ESOL educators use an array of resources, from texts and other written materials to a variety of technologies, to create engaging and appropriate learning experiences for English Language Learners. They understand the principles and practices of differentiation and are prepared to offer learning experiences which address the needs of all their students. ESOL educators are familiar with the many models which exist for the effective education of culturally and linguistically diverse students, and are prepared to collaborate with schools, parents and community to select and operate within the models most likely to lead to successful learning by their students. ESOL educators must also understand the theoretical, historical, and political dimensions of the education of culturally and linguistically diverse students, and must use this knowledge to position themselves as active professionals in a dynamic and ever-changing field.

Course Blocks

Courses should be taken in “blocks” of six credit hours (part-time) or twelve credit hours (full-time). Students must complete each block before they take courses from the next block. Courses will be scheduled to allow students to move though the program at either a part-time rate (6 credit hours per semester) or full-time rate (12 credit hours per semester). Variance from these course loads and the designated blocks of coursework may slow a student’s progress in future semesters since not all courses will be offered each semester. Please refer to the course description section for specific prerequisite and co-requisite requirements for courses.

Program Director
Teaching English to Speakers of Other Languages (TESOL) Programs
Cindy McPhail, Ph.D.

Application Deadlines 

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April 1 for Fall Term
October 1 for Spring Term
Applications received after the stated deadline will be processed on a space-available basis.

INITIAL CERTIFICATION PROGRAM

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 Entry Requirements  

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1. Completion of a baccalaureate degree at an accredited institution with a cumulative index of 3.0 and a B average in the major field. An applicant who does not meet these grade point average expectations must address them in his/her personal statement; please see the Personal Statement section of the admissions application form for further information.
2. Presentation of official transcripts.
3. Two letters of recommendation.
4. Application and fee.
5. Completion of the personal-professional statement as described on the application form.
6. Candidates whose native language is not English must have a TOEFL score of 550 or above.
7. Twelve (12) credit hours of a language other than English. A minimum of six (6) credit hours must be completed for entry to graduate study; the remaining six (6) credits must be completed in the first year of graduate study.

Certification required for admission: None

Program leads to: Initial certification in ESOL  

 
Prerequisite Admission Requirements for Initial Certification, TESOL Program:  

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A complete transcript review of previous studies will be conducted to ascertain that each applicant meets the prerequisite admission requirements. Application materials will be reviewed by the Graduate Education Admissions Committee regardless of the number of credit hours of deficiencies. All liberal arts deficiencies must be successfully completed with a grade of C or higher and a total cumulative grade point average of 2.7. Official transcript(s) must be on file in the Office of Graduate Student Services. For further information, please refer to Admission Status Types on the application form.

• Liberal Arts Concentration: 30 semester credit hours in one Liberal Arts and Sciences area with at least 12 semester credit hours at the upper division level
• Language other than English: minimum 12 semester credit hours
• Total Number of Liberal Arts and Sciences: minimum of 60 semester credit hours