English for Speakers of Other Languages

The English for speakers of Other Languages (ESOL) endorsement advances teachers’ abilities to provide assessment, instruction, and evaluation of English language learners. Coursework leads to an English for speakers of other languages endorsement.

Endorsements in ESOL

Candidates will:

• Know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support English speakers of other languages (ESOL) and bilingual students’ language and literacy development and content area achievement;
• Know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL and bilingual students’ cultural identities, language and literacy development, and content area achievement;
• Know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources;
• Understand issues of assessment and use standards-based assessment measures with ESOL and bilingual students;
• Demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment; and
• Use information technology to enhance learning and to enhance personal and professional productivity.

English for Speakers of Other Languages Learner Outcomes

Student Learning Outcomes

1. Candidate is a lifelong learner.
   1. Candidates analyze his/her ideas about change and the change process.
2. Candidate is empathetic and respectful.
   1. Candidates will value the importance of adopting relational strategies that are appropriate for the individual circumstances, cultures, and abilities of students.
   2. Candidates will exhibit thoughtful, responsible, and participatory attitudes and behaviors characteristic of a professional educator and a reflective practitioner.
3. Candidate communicates and works effectively with others.
   1. Candidates will understand techniques for collaborative work.
   2. Candidates will know the role of meditation in the coaching/supervision process.
   3. Candidates will collaborate with colleagues on extending understanding and implementing new teaching strategies.
   4. Candidates will acquire strategies for helping students to expand their response repertoire for problem solving and positive, fair choice making.
4. Candidate has a broad knowledge about the individuals and world around him/her.
   1. Candidates analyze data from her/his school to justify a possible change goal.
   2. Candidates will understand how diversity among individuals and communities impacts their school.
   3. Candidates will understand how diversity impacts reform efforts at the school, district, and national level.
5. Candidate has a deep knowledge about the subjects he/she teaches.
   1. Candidates know and use theory base of teacher leadership.
   2. Candidates understand the nature of knowledge and how a teacher’s paradigm of knowledge and assumptions shape their instructional decision-making.
6. Candidate has a deep knowledge about how people learn.
   1. Candidates will use course concepts and recommended strategies to formulate a framework for making changes in management and instructional practices.
   2. Candidates will understand the neurological basis of student learning and of the impact of specific instructional strategies.
7. Candidate has a deep knowledge and skills necessary to use instruction and the organization of classrooms to assist all learners to succeed.
   1. Candidates will gain insight into the role the teacher plays in cultivating the relationship the learner has with the object of study.
   2. Candidates will become skilled in reflectively analyzing and monitoring the development of personal classroom practices, beliefs, and style of leadership.
8. Candidate fuses theory and practice.
   1. Candidates analyze school data and develop a personal theory of action.
   2. Candidates will understand the relationship between the theory base of teacher leadership and school culture.
   3. Candidates conduct peer coaching cycles, incorporating insights and techniques from cognitive coaching and clinical supervision.
   4. Candidates give skilled assistance to a colleague in analyzing and developing a lesson or learning activity.
   5. Candidates will use course concepts and recommended strategies to formulate a framework for making changes in management and instructional practices.
   6. Candidates will modify existing instructional practices and adopt new ones capable of engaging all students in the learning process.