Language Education

The Graduate Certificate in Language Education is designed for individuals seeking advanced professional preparation to increase knowledge and skills in working with language learners in the P-6 setting. Those who teach languages in public or private settings, both in the United States and abroad, may enhance their knowledge and practice by completing this standards-based program.

English as a Second Language (ESL) and Culturally Sustaining Pedagogy Concentration

The ESL concentration is for candidates who are seeking one of the following:

• Institutional Recommendation for an English as a Second Language (ESL) endorsement on a current teacher certificate; or
• Advanced preparation in ESL for increasing professional performance in community programs.

Catalog links to current catalog year; see historic catalogs to view previous years.

Student Learning Outcomes

The student outcomes for this concentration are based on the Teachers of English to Speakers of Other Languages (TESOL), and World-Class Instructional Design and Assessment (WIDA) standards. Students who complete the Graduate Certificate in Language Education with a concentration in English as a Second Language and Culturally Sustaining Pedagogy will:

• Demonstrate understanding of language as a system and demonstrate a high level of competence in helping language learners acquire and use the new language in speaking, reading and writing for social and academic purposes.
• Understand and apply concepts, theories, research and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.
• Know, understand and use the major concepts, principles, theories and research related to the nature and role of culture in language development and academic achievement that support an individual student’s learning and apply this knowledge to improve teaching and learning.
• Know, understand and use knowledge of how cultural groups and students’ cultural identities affect language learning and school achievement.
• Know, understand and apply concepts from research to plan instruction in a supportive learning environment for language learners.
• Understand various issues of measurement (e.g., equity; cultural and linguistic bias; and political, social, and psychological factors) in assessment, IQ and special education testing; the importance of standards; and the difference between language proficiency and other types of assessment.
• Serve as a professional advocate and resource for language learners and the community.

Advising

Enrolled students can go to DegreeWorks to view degree progress 24 hours a day, 365 days a year. For program advising, contact Dr. Cathy Coulter.

Language Education Faculty