Upper Division Certificate in English to Speakers of Other Languages (ESOL)

Undergraduate Program Coordinator: 

Dr. Peter Parker 
  

The English to Speakers of Other Languages (ESOL) Certificate Program is a set of five undergraduate courses designed to (a) strengthen the expertise of teacher-candidates in the teaching of ESOL and (b) prepare teacher-candidates 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 the instruction of English language learners in ESOL and mainstream classroom settings.  

  

Admission to the Program 

Applicants interested in the ESOL Certificate Program are encouraged to contact the ESOL undergraduate coordinator to discuss their goals in relation to the program. The program may be of particular interest to K-12 teacher-candidates who would like to add an ESOL endorsement to their teaching license, as well as to students wishing to develop skills in working with English language learners. Applications to this program are made through the Undergraduate Admissions Office. 

  

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. Evaluate 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 a wide range of curricular materials and instructional strategies can be used with linguistically diverse learners at different stages of reading and writing development. 

4. Identify effective strategies, appropriate materials, and useful resources to plan lessons and support instruction in ESOL and mainstream classroom settings. 

5. Develop practices to identify the characteristics of individual students (e.g., interests, motivations, strengths, needs) and their families (e.g., language use, home literacy practices) to inform instruction.   

6. Plan and devise instruction that integrates content-area reading, writing, listening and speaking skills for English language learners at different ages and ability levels. 

7. Construct valid, reliable and appropriate language assessment measures for English language learners of different language abilities. 

8. Evaluate the emerging uses of technology in language teaching/learning and ways it can be used to foster student learning.