English as a Second Language
English As A Second Language Program Specialist
AIMS OF THE PROGRAM
The program's courses and related experiences were designed to meet the
requirements set by PDE's Bureau of Teacher Certification and Preparation (July
9, 2002) and respect the national TESOL Standards produced by Teachers of
English speakers of Other Languages, Inc., the
GOALS OF THE GRADUATE COURSES
The program will develop a level of cultural awareness sufficient to allow
teachers who work with students for whom English is not their native language
(i.e. English Language Learners/ELLs). It will help teachers understand
and respect cultural, language, educational and other issues addressed by ELL
students and their families. It will give teachers a deep awareness of the
elements and intricacies of the English language and prepare them to use methods
and materials that incorporate collaboration among and between the College,
colleagues in education, ELL students and their families, and the community in
developing ELL students' English language proficiency and achievement in
school. Additionally, the program's participants will become knowledgeable
of the educational, legal and community support systems needed by ELL students
and their families.
Throughout the program's courses and related experiences and its activities,
the administration, faculty, staff, and students involved will affirm the value of heritage languages and cultures. It will do so because the
program's basic purpose will be to prepare teachers who can respectfully provide
educational programming students who are ELLs need to become fully functioning
participants in the American experience, which, given their involvement, will be
enriched by their presence.
More specifically, the program will prepare participants to master all of the
goals stated below. The program's goals are free standing, in that they
are unique to the program. We have not integrated the program's goals with
those of the Graduate Education Program.
Participants who complete the graduate level training programs will
demonstrate an ability and willingness to:
- explain the concept of multiculturalism, including by
explaining whether and how local schools historically have been multicultural
communities, albeit with a different generation of immigrants, and how local
schools can and should adjust their current practices and procedures to welcome
and meet the needs of new immigrants, ELL students and their families.
- compare and contrast the elements of American culture with
those found in other cultures, especially cultures that produce immigrants to
America who opt to be educated in local schools. In doing so, identify
reasons students and their families to immigrate to the US (e.g., economic).
- explain the purpose of TESOL programs, including their
historical and legal foundations and factors and trends that increase
in the population of ELLs in local school districts.
- identify and explain theories and research basic to TESOL
that suggest program models and practices.
- plan, explain and implement screening procedures to identify
ELLs, including procedures that might be used with all students who transfer to
- explain the structures and forms of the English language and
how second language learners learn to progressively function in English,
including by explaining the value of ESL programs in facilitating the
development of proficiency in English in listening, speaking, reading and
writing for social and academic purposes.
- using appropriate protocols (such as Himmmele's Language
Assessment Rubric, 2002), determine language proficiency levels in
listening, speaking, reading and writing as preconversational, beginning,
intermediate, or advanced (i.e., the levels defined by the Northwest Regional
Educational Equity Center; see www.nwrac.org) and use data derived from
the protocols to identify goals and objectives for developing English
language proficiency for individual ELL students.
- using appropriate protocols and language sensitive curriculum-based
assessment, determine the Educational needs, achievement levels, and
native language proficiency of ELL students and use that data to make
- set and communicate goals and objectives for individual ELL
students placed in ESL programs, including those that relate to improving
their levels of English language proficiency, to achieving in courses offered in
regular Education, and to acclimating to their communities (including school
- plan, implement and assess developmentally appropriate units and
lessons designed to improve students English language proficiency.
- explain research based processes and procedures that can be used
to integrate ELL students into classes with English-speaking teachers and
- assist English-speaking teachers in planning, implementing and
assessing units and lessons in content courses in which ELL students are
- involve parents in the education of their children,
including by adequately informing parents of the purposes and structures of ESL
programs, whether their children are eligible for such programs, and by
identifying resources parents and their children might use to acclimate to their
communities (including the schools).
- explain how ESL teachers can and should advocate for ELL
students to ensure their districts provide them with the opportunities to
participate in all programs for which they qualify (e.g., gifted, special
education, advanced placement, extracurricular activities, etc.).
- based on needs assessments, plan, implements, and assess staff
development activities that help school district staff and members of the
community to understand and respect the purposes and practices of ESL programs
and to identify their roles and responsibilities in support of such programs and
the students and families they serve.
- explain the resources needs of ESL programs in terms of adequate
staffing (including professional development), space and materials,
including by creating and monitoring annual budgets for ESL programs.
- plan, conduct, and report program assessments, including to
comport with state requirements.
Project based delivery
The graduate level component of the program will feature a
projects based delivery system and incorporate the use of communications
technology, including devices that will allow distance learning opportunities
(and thus allow the use of experts external to the College). Teachers who
participate in the graduate level component of the proposed program will be
required to meet in cohort groups for course based presentations and
discussions, albeit less frequently that with traditional graduate
courses. Instead of doing traditional "seat time," participants will be
required to spend time and energy completing a series of reality based projects
- including some that will require the gathering of information and expertise
from acknowledged experts in the field, both directly, vial distance learning
and through their writings; travel to field sites and points of cultural
interest to interact with ELL students and their families; and sharing their
projects with other students and with faculty.
REQUIREMENTS FOR ADMISSION
Misericordia University application form.
Instructional level 1 or 2
Act 34 and 151 clearances.
COURSES EDU 571 Cultural Awareness
EDU 572 Linguistics: Structures of the
EDU 573 Teaching in ESL programs: Theory and Practice
EDU 574 ESL Support Systems
EDU 610 ESL Field Experience
EDU 615 ESL