Teaching English as a Second Language Certificate
The English as Second Language Program offers a Teaching English to Speakers of Other Languages (TESOL) Certificate for those students preparing to teach English as a Foreign Language overseas.
|ENGL 360||LANGUAGE STRUCTURE AND USE||5|
|ESLG 470||JOINING THE TESOL PROFESSION||1|
|ESLG 472||TEACHING ENGLISH FOR SPECIFIC PURPOSES||3|
|ESLG 480||SECOND LANGUAGE ACQUISITION||4|
|ESLG 481||METHODS AND MATERIALS IN ENGLISH AS A SECOND OR FOREIGN LANGUAGE||4|
|ESLG 488||SECOND LANGUAGE PRINT LITERACY THEORIES||3|
|ESLG 489||CULTURAL AND LINGUISTIC DIVERSITY IN THE CLASSROOM||4|
|ESLG 492||SECOND LANGUAGE LITERACY PLACEMENT AND ASSESSMENT||3|
|Note: the 1–3 variable credit practicum must be repeated for three quarters (1, 2, 3 credits) for a total of 6 credits.|
|ENGLISH AS A SECOND LANGUAGE PRACTICUM (Note: the practicum is a 1-3 variable credit course must be repeated for three quarters (1, 2, 3 credits) for a total of 6 credits.)|
All admitted students must officially Declare a Major by the time they reach 90 credits (junior standing).
Application for Graduation must be made at least two terms in advance of the term you expect to graduate (undergraduate and post-baccalaureate).
Check your progress with SOAR Student Online Academic Review—you must be signed in to use this tool.
- be able to apply research and theories from second language acquisition, applied linguistics, linguistic systems, literacy development, and discourse analysis for creating optimal language learning environments;
- be able to communicate knowledge of and demonstrate ability with a wide variety of methods, strategies and tools to support and assess language learning development;
- be able to design instruction and assessment that is appropriate for individual students’: cultural backgrounds, home languages, first and second language literacies, previous formal education, future goals, ages, and the school and community teaching context;
- communicate and demonstrate comfort with cultural humility, difference, and assumptions as well as to be able to identify potential impacts of privilege and cultural difference on English teachers and students.