English to Speakers of Other Languages (ESOL) Pathway Program

Graduate Program Coordinator:

Dr. Peter Parker
 

The ESOL (English to Speakers of Other Languages) Pathway Program is a set of five graduate courses designed to (a) strengthen the expertise of educational professionals in the teaching of ESOL and (b) prepare teachers for taking the ESOL Praxis test, which will lead to ESOL endorsement in the State of Maryland. The 15-credit program explores different approaches to second language teaching in relation to theories of language learning, teacher and learner roles, and classroom techniques. More specifically, teachers examine effective strategies, appropriate materials, and useful resources to support instruction in ESL and mainstream classroom settings. Emphasis is also given to how interaction across different contexts (e.g., social, familial, academic) can impact the education of culturally and linguistically diverse learners. 

Admission to the Program

Applicants interested in the ESOL Pathway Program are encouraged to meet with the ESOL graduate coordinator to discuss their goals in relation to the program. The program may be of particular interest to K-12 teachers who would like to add an ESOL endorsement to their teaching license, as well as to educators wishing to develop skills in working with English language learners. Applications to this program are made through the Continuing Education Admissions application. Applicants are also encouraged to notify the ESOL Graduate Coordinator once they have submitted their application. All applicants must hold a bachelor’s degree from an accredited institution.
 

Objectives of the Program

1. Demonstrate knowledge of the various components of language-phonetics, phonology, morphology, syntax, semantics, pragmatics-and their implications for language development.
2. Assess different approaches to second language teaching in relation to their theory of language and language learning, teacher and learner roles, and classroom techniques.
3. Demonstrate how the interaction across different contexts (e.g., social, familial, academic), can impact the education of culturally and linguistically diverse learners.
4. Identify effective strategies, appropriate materials, and useful resources to plan lessons and support instruction in ESL and mainstream classroom settings.
5. Plan and devise instruction that integrates content-area reading, writing, listening and speaking skills for English language learners at different ages and ability levels.
6. Construct valid, reliable and appropriate language assessment measures for English language learners of different language abilities.
7. Evaluate the emerging uses of technology in language teaching/learning and ways it can be used to foster student learning.