Language and Literacy Education

The Graduate Certificate in Language and Literacy Education is designed for individuals seeking advanced professional preparation to increase knowledge and skills in addressing the literacy and academic learning needs of elementary and secondary English learners and Alaska Native students through culturally sustaining practice, grounded in multicultural epistemologies. 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 Literacy Concentration

The ESL and Literacy 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
  • Institutional Recommendation for a Reading Specialist endorsement on a current teacher certificate (through UAS); 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 2018 Teachers of English to Speakers of Other Languages (TESOL) standards. Students who complete the Graduate Certificate in Language and Literacy Education with a concentration in English as a Second Language will:

  • Demonstrate understanding of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas (TESOL 1).
  • Demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories. Candidates investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs. Candidates recognize how educator identity, role, culture, and biases impact the interpretation of ELLs' strengths and needs (TESOL 2) .
  • Plan supportive environments for ELLs, design and implement standards-base instruction using evidence-based, ELL-centered, interactive approaches. Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs' acquisition of English language and literacies in the content area. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement and communicate about instruction for ELLs (TESOL 3).
  • Apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments. Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Candidates understand the importance of communicating results to other educators, ELLs, and ELLs' families (TESOL 4).
  • Demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.