Department of Language, Literacy, and Technology
English to Speakers of Other Languages (ESOL), pre-k-12 - All Grades
Additional and/or Professional 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.
Courses will be scheduled to allow students to move though the program at either a part-time rate (3-6 credit hours per semester) or full-time rate (9-12 credit hours per semester). Variance from advised sequence 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.
Teaching English to Speakers of Other Languages (TESOL) Certification Programs
Cindy McPhail, Ph.D.
ADDITIONAL/PROFESSIONAL CERTIFICATION PROGRAM
- Completed Online Application
- Completion of the professional statement as described on the application
- Official transcripts from all colleges attended
- Applicant must have completed, or will be completing, a baccalaureate degree from an accredited institution with a cumulative index of 3.0 and a “B” average in the major field by the start date of the desired term. A minimum GPA of 3.0 is expected. An applicant who does not meet these requirements must address each of the following in his/her professional statement:
- Explain why grades were below Nazareth’s minimum expectations
- Explain potential to positively contribute to the teaching profession
- Describe relevant experiences and/or activities that demonstrate ability to successfully complete graduate work at Nazareth College
- Outline specific procedures that will be followed to sucessfully navigate and meet the rigorous requirements of graduate study
- Standardized test scores - All graduate teacher education applicants starting classes on or after July 1, 2016 must have taken an admissions assessment test. This New York state requirement was passed in 2015. For admission for fall 2016 and beyond, submit scores from one of the following exam options:
- GRE (Graduate Record Examination)
- MAT (Miller Analogies Test)
- ALST (Academic Literacy Skills Test)
- Copy of verification of teacher certification from the TEACH system
- Two letters of recommendation
- Twelve (12) credit hours in a language other than English. A minimum of six (6) credits must be completed for entry into graduate study; the remaining six (6) credits must be completed in the first year of graduate study.
March 1 for Summer Term
April 1 for Fall Term
October 1 for Spring Term
Applications received after the stated deadline will be processed on a space-available basis.
Certification required for admission: Any New York State teacher certification
Program leads to: Certification in ESOL AND eligibility to apply for Professional certifications held at the time of entrance to the graduate program.
Applying for Teacher Certification through New York State
Teacher candidates use the NYS TEACH system to apply for Initial and Professional certifications and need to pay the fees in effect at the time they apply. New York requires all teacher candidates to have a fingerprint/background check on file with TEACH, pass all appropriate New York State Teacher Certification Examinations www.nystce.nesinc.com> and have the appropriate years of teaching experience. New York State Education Department maintains a website with certification requirements: http://www.highered.nysed.gov/tcert/
Teacher candidates adding an additional certification will need to take the appropriate Content Specialty Test in their new area of certification only.
Note - the CSTs are in the process of being revised and phased in starting in Spring 2014. If you pass the current CST before the new CST test is available it will be accepted. Monitor the NYSTCE website for sample tests, guides and the availability of revised Content Specialty Tests (CST) www.nystce.nesinc.com.
During a teacher candidate’s final semester, information on the certification application process will be sent via email. Additional support may be obtained by contacting Nazareth College Teacher Certification Office at (585) 389-2592 or by email firstname.lastname@example.org, or www2.naz.edu/school-education/teacher-certification/
Prerequisite Admission Requirements for Additional Certification, TESOL Program
Prerequisite admission requirements apply to students who currently hold certificiation in Art Education, Business Education, Music Education, Speech and Hearing, Home Careers and Health, Physical Education, or Special Education, AND who do not hold certification in elementary education or an academic content area in secondary education:
- As required by the New York State Education Department, 60 credits of liberal arts prerequisites need to be evaluated for the TESOL program. See “Prerequisite Admission Requirements for Initial TESOL Program.”
All transcripts for application to the Additional and/or Professional Certification in TESOL will also be evaluated for 12 credits in a language other than English (with at least six credits in the same language).
Student Learning Outcomes
1. Students will acquire the requisite knowledge to be successful teachers
2. Students will demonstrate methodology of appropriate instruction for English Language Learners.
3. Nazareth students will be able to appropriately assess student learning
4. Students will be able to critically reflect on their teaching practice.