Graduate ESOL Endorsement Program
Linfield’s Graduate ESOL Endorsement Program is designed for K-12 educators and administrators wanting to add an endorsement to their teaching license to improve teaching for English learners and emergent bilinguals and are seeking to further develop expertise in second language acquisition, culturally responsive teaching and assessment, curriculum design and program evaluation for multilingual learners. Oregon has a growing percentage, 37.6%, of linguistically and culturally diverse K-12 students (Oregon Educator Equity Report, 2018) and our program is designed to assist you in meeting the needs of English learners and emergent bilinguals to decrease the achievement gap.
Linfield’s Graduate ESOL Endorsement Program features:
- 14 semester hour credits with 90-hour practicum
- 16-month program
- Courses offered at district locations
- Cohort model (starting Spring 2020)
- EDUC 540 Foundations for Teaching ESOL (3 credits)
- EDUC 545 Linguistics for Teachers (3 credits)
- EDUC 550 Language, Power, and Advocacy for ESOL (3 credits)
- EDUC 580 Planning, Implementing, & Assessing Instruction for ESOL (3 credits)
- EDUC 590· ESOL Practicum (2 credits)
Proposed Class Schedule:
Spring 2020 - EDUC 540
Summer 2020 - EDUC 550
Fall 2020 - EDUC 545
Spring 2021 - EDUC 580 & 590
Tonda Liggett, Ph.D.
Graduate ESOL Endorsement Program Director
email@example.com or 503.883.2236
Graduate ESOL Course Descriptions
EDUC 540 Foundations for Teaching Linguistically and Culturally Diverse Students
This course is an overview of linguistically and culturally appropriate teaching strategies for teaching English Language Learning (ELL) students in mainstream classrooms. A key component of this overview is an examination of current language learning theories and the application of these theories for planning effective instruction for Emerging Bilinguals (EBs) and English Learners (ELs). This course is also an exploration of dimensions of race, culture, categories of social diversity, characteristics of the culture of schools, of the candidates, and the school-related dilemmas of stigmatized social groups. Readings and experiential assignments are for the purpose of expanding participants’ understandings of race, language, and culture as well as enabling them to examine their own identity in relation to their teaching and pedagogy. Prerequisites: Admission into Linfield Graduate ESOL Endorsement Program.
EDUC 545 Linguistics for Teachers
In-depth guided practice in identifying the various aspects of language: sound system, grammar system, lexicon, and language functions. Guided analysis of English phonological system, English grammar and grammar terminology. Application of this knowledge will be connected to questions of assessing students’ language, supporting language development, and direct teaching about language.
EDUC 550: Language, Power, and Advocacy for ESOL
Broader issues of language and power impact bilingual students’ cultural identities. Effective teachers of Emergent Bilingual (EB) students need to advocate for EB students, their families, classrooms, schools, and communities. Based on critical readings of research-based programs and English-language proficiency standards, this course will examine the history of laws and trends toward EB students in relation to current attitudes and policies in the United States. This course will give educators the tools to advocate for equity and social justice in their own classrooms and beyond.
EDUC 580: Planning, Implementing & Assessing Instruction for ESOL
Students will design standards-based, research-based lesson plans using various curriculum models, materials, teaching approaches and assessment techniques to maximize the language development and academic achievement of English language learners. Emphasizes strategies related to planning, implementing, and managing instruction that enable students in different proficiency levels to access the core curriculum and develop language skills.
EDUC 590 ESOL Practicum
The Linfield ESOL Practicum is an in-depth experience and examination of a candidate’s knowledge, skills, and dispositions required for informed and effective instruction of Emerging Bilinguals (EBs) and English Learners (ELs) and engage teachers in reflective and skilled practice. Using standards-based and research-based strategies, methods, and assessment, candidates are expected to satisfactorily design, implement, assess, and reflect on instruction specifically crafted for EBs/ELs under the supervision of a Linfield University Supervisor. Candidate performance is measured through a proficiency-based field rubric that measures the TESOL standards formally assessed in the Linfield Graduate ESOL program.