Teaching English As A Second Language Concentration

OVERVIEW

Practitioners focus on special needs of English as a Second Language populations. This component contains a common core of coursework which addresses language/literacy competence with diverse populations; intervention strategies for ESL learners; and developing leadership skills in teaming, collaboration and consultation with parents, school and community social agencies.

CORE CURRICULUM (12 hrs)

A minimum of 37 semester hours is required to graduate in this concentration.

EDCC 501 Creating Cultures of Change(3)
Explores practical implications of constructivist theory in classrooms. Emphasizes concepts such as reflective practice, student-centered learning, and processes for change.

EDCC 521 Peacebuilding & Conflict Resolution (3)
Explores peacebuilding and conflict resolution within educational contexts. Focuses on peaceable climates and conflict transformation approaches and integrates peace curricula for individual classroom settings and within specific schools.

EDCC 531 Social & Ethical Issues in Ed. (3)
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns.

EDCC 551 Action Research in Ed. Settings (3)
Examines quantitative and qualitative research studies which have impacted education. Presents action research theory and design so that students may apply action research to their individual programs. Prerequisite: admission to candidacy.

REFLECTIVE PRACTICE (3 hrs)

EDPC 611 Action Research Project (3)
Incorporates a written report and delivery of a student-designed action research project in TESL. Under faculty mentor supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551

SPECIALTY AREA (22 hrs)

Initiatory:
EDSL 551 Methods of Teaching ESL/FL (3)
Emphasizes theory, practical methods, assessment and materials design, and development for teachers teaching English as a second language and foreign language.

EDSL 541 Foundations of English as a Second Language (3)
Provides an introduction and background on English Language Learners including the psychological, social cultural and linguistic components of the developmental process in learning a second language. Emphasizes what teachers can do to provide appropriate instruction based on the PA Academic Standards and Assessment Anchors.

Mid-Level:
EDSL 571 Language Acquisition & Grammar (3)
Explores current topics and issues in the study of language acquisition, language development, and grammar. Offers teachers practical ideas for teaching grammar in the context of today’s classroom.

EDSL 581 Language & Culture (3)
Enables students to gain a deeper understanding of the intricate ways in which culture and language influence each other. Surveys the basics of sociolinguistics and language policy through case studies from communities around the world. Includes a critical evaluation of the role of culture in the second-language classroom.

Culminating:
EDSL 591 ESL Assessment & Support (3)
Explores assessment tools and practices as they relate to second language learners. Emphasizes the assessing and monitoring of oral language, reading and writing, and content area subjects. Examines support services both in language acquisition and content learning.

EDSL 611 Professional Development Portfolio (1)
Includes discussions and readings on professional development appropriate for teaching English as a Second Language learners. Requires the development of a professional portfolio that includes three major components: (a) a personal educational philosophy for instruction English Language Learners, (b) a brief classroom action research project, and a personal professional development plan.

EDDA 511 Teaching Diverse Learners (3)
Focuses on the application of integrated strategies, differentiated instruction, curriculum compacting and adaptations for diverse populations, i.e. students served under alternative education, special education services, ESL and gifted/talented programs.

EDCI 511 Teaming and Collaboration (3)
Focuses on collaborative strategies for teaming among educators, parents and community agencies. Examines models of consensus building, team leadership, team planning, collaborative strategies and school-community partnerships within the context of inclusive classrooms and transition programs for at-risk learners.

Note

Students are responsible to see that all graduation and certification requirements are met. Course requirements may change as the program evolves. Students are required to complete the sequence of course work under the catalog in which they entered. Should program courses change and the student desires to replace an old requirement with a new, he/she must petition the Curriculum and Instruction Committee for the change to occur. The majority of credits toward the degree must be earned through instruction offered by EMU.

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