ESL / bilingual education

Department of Teaching & Learning

English language learners (ELLs) comprise 23% of all K-12 learners in Washington State schools and represent 96 language groups. The number and diversity of ELLs continue to grow; however, the number of mainstream teachers prepared to deal with the needs of non-native English speakers has not kept pace with this increasing ELL population.

The English as a second language (ESL) courses offered at the Pullman, Vancouver, and Tri-Cities campuses can be used to fulfill a number of professional goals:

§  ESL endorsement

§  Master's degree credits

§  Professional Certification Program (PCP) credits

§  Personal professional development: You can take the courses for your own professional enrichment without being associated with a specific degree or program.

ESL endorsement

The endorsement is added to an existing valid teaching certificate. With it, you can teach English language learners in preschool through grade 12, be more effective with ELLs in the regular classroom, or be a consulting teacher to assist other educators in effectively meeting the needs of ELLs. The ESL Endorsement consists of 18 semester hours. Note that the endorsement requires a practicum in an educational setting where you work with linguistically diverse students (T&L 501).

§  Learn more about our ESL endorsement »

On occasion, endorsement courses may be waived or other courses, either from WSU or other accredited institutions, may be substituted for those required by our endorsement program. Typically, a course is waived because of prior experience or course work. Your faculty advisor and the department chair must approve the waiver or substitution based on evidence you provide of the experience or course work. Because the ESL endorsement program is accredited by both state and national agencies and organizations, course waivers and substitutions are granted only if the faculty advisor and department chair are convinced that accreditation standards addressed in a particular course have been met through other means.

Using courses for a master's degree and/or a professional certification program

If you are interested in using some or all of the ESL courses for a master's degree, you must follow standard WSU Graduate School and department admission procedures. For example, the ESL courses could, if approved by your committee, count towards the required number of graded credits in a Master of Arts or Ph.D. degree. However, you would also need to fulfill the other requirements for the degree. Similarly, the courses could count, with your committee’s approval, towards the required number of graded credits for the Master of Education degree (Ed.M.). You would also need to complete courses in research (3 credits) and educational foundations (3 credits), and complete an inquiry project. For more information on graduate programs, please refer to the web pages of the WSU Graduate School and the Department of Teaching & Learning.

Certified teachers pursuing professional certification may use the ESL courses to fulfill the core requirements of that program. Your Professional Growth Team must approve this, however. If you wish to use both the professional certification program courses and the ESL courses for a master's degree, then you must pursue the Ed.M. The Pre-Assessment Seminar (3 credits) and Culminating Seminar (2 credits) that are required for Professional Certification will count towards the required number of graded credits for the Ed.M. Additionally, the ESL courses you wish to use to fulfill the core requirements for professional certification may, with the approval of your master's degree committee, be used for the Ed.M. If you complete an inquiry project for certification, you may, with the approval of your master’s degree committee, use it to fulfill part or all of the special project requirement of the Ed.M. Consult with your master’s degree committee prior to beginning the project.

ESL online endorsement overview

§  ESL course descriptions »

§  Books for ESL online courses »

§  2007 endorsement competencies for ESL P-12 »

§  ESL endorsement requirements and offerings »

All of the ESL courses are available online.

Registration

If you are a student on the Pullman campus, you register for ESL Online courses using myWSU. If you are not on the Pullman campus, then you register for classes using the Distance Degree Program (DDP) system. More information about DDP and how to register for classes can be found at http://distance.wsu.edu.

Enrollment and tuition options

Non-graduate enrollment

Another enrollment option is to be admitted as a post-baccalaureate student or an undergraduate non-degree seeking student. In both cases, you would pay undergraduate tuition rates, even though you would be enrolled in graduate (500-level) classes. However, courses taken under this option can never be used as part of a graduate degree program at WSU. Visit Distance Degree Programs for details about how to enroll.

Graduate enrollment

You may enroll as a graduate student in one of two categories: (1) advanced degree candidate, or (2) non-degree seeking graduate student. In the second category, you can be further classified as either a not advanced degree candidate (NADC) or undecided graduate (UND-G). In all cases, you pay graduate tuition rates.
Only a limited number of credits with a grade of at least a “B” and taken while under the NADC or UND-G classifications may be applied to graduate degree requirements. Furthermore, you may remain in the UND-G classification for one year, only. The advantage of the UND-G classification is that if you apply late (i.e., just prior to or during registration), then your application can be processed without having to fulfill all the application requirements.

Application deadline to the Graduate School is generally February 1.
Find more information about applying to Graduate School.

Course fees

Please contact Distance Degree Programs for details of how much the online courses will cost.

Overview of required courses for the ESL endorsement

Graduate level

T&L 510: Foundations of the Schooling of Language Minority Learners

Study an overview of theory, research, and applications in second language acquisition, language policy, and the development of educational programs for linguistically and culturally diverse students.

Sample syllabus:

T&L 549: Communicating in Diverse Classrooms

Examine the complex linguistic, social, and cultural issues affecting the achievement of ESL learners in classrooms. The emphasis is on a variety of communication issues in classrooms with language learners.

Sample syllabus:

T&L 509: Curriculum and Assessment for English Language Learners

Learn key concepts related to curriculum development for and assessment of language minority students. Topics include aligning curricula with standards, innovative and authentic assessment practices, cultural bias in tests, appropriateness of assessment measures, and culturally appropriate testing situations.

T&L 514: ESL Materials and Methods.

Learn key concepts in ESL methodology, including teaching strategies and techniques to help ELLs in listening, speaking, reading, and writing skills in the content areas.

T&L 501: ESL/Bilingual Practicum

Needed for the bilingual and ESL endorsements, this course provides students with the opportunity to work with in-service teachers (401) or their own students (501) and to become familiar with school and community issues.

T&L 504 (Pullman only; formerly 522): Advanced Study in Linguistics for Teachers

An elective course, 504 addresses aspects of English semantics, syntax, phonology, and orthography that teachers of language minority learners should know and consider while planning instruction.

Required books
for ESL online courses

T&L 522

§  Freeman and Freeman (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH: Heinemann.

T & L 501

§  Echevarria, J., Vogt, M., and Short, D.  (2007). Making Content Comprehensible for English Learners:  The SIOP Model (3rd Ed.). Boston, MA: Allyn/Bacon.

§  Hubbard, S., & Power, B. (2003). The Art of Classroom Inquiry. Portsmouth, NY: Heinemann.

§  Fullan, M. (2007).  The new meaning of educational change. NY, NY: Teachers College Press

T&L 510

§  Crawford, J. (2004). Educating English learners: Language diversity in the classroom. Los Angeles, CA: Bilingual Education Services

T&L 549

§  Perez, B  (2004). Sociocultural contexts of language and literacy. Mahwah, NJ: LEA.

§  Andrews, L. (2000). Linguistics for L2 teachers. Mahwah, NJ: LEA.

T&L 509

§  O'Malley, J. & Pierce, L. (1996). Authentic Assessment or English Language Learners: Practical Approaches for Teachers. Upper Saddle River, NJ: Addison-Wesley/Pearson.

§  Brown, J. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston, MA: Heinle & Heinle.

§  TESOL, Inc. (1997). ESL Standards for Pre-K-12 Students. Alexandria, VA: Author.

§  TESOL, Inc. (2001). Scenarios for ESL Standards-Based Assessment. Alexandria, VA: Author.

T&L 514

§  Peregoy, S.F., & Boyle, O.F. (2005). Reading, writing and learning in ESL: A resource book for K-12 teachers (4th Ed.). White Plains, NY: Longman.

§  Cary, S. (2000). Working with second language learners: Answers to teachers' top ten questions. Portsmouth, NH: Heinemann.

§  Herrell, A. & Jordan, M. (2003). Fifty strategies for teaching English Language Learners. Upper Saddle River, NJ: Merrill.

Endorsement competencies for ESL P-12 (2007 Standards)

State of Washington

1.0 Common Core – Content Knowledge: Language and Literacy Development

1.1 Candidates know, understand, and use the major concepts, theories, and research from applied linguistics, second language acquisition, and literacy development.
1.2 Candidates understand how the student’s first language proficiency in listening, speaking, reading, and writing transfers to English and impacts second language acquisition.
1.3 Candidates are competent in the structure of the English language including;

1.   phonology (the sound system),

2.   morphology (word formation),

3.   syntax (phrase and sentence structure),

4.   semantics (meaning), and

5.   pragmatics (context and function).

1.4 Candidates have knowledge of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP), incorporating the four domains of listening, speaking, reading, and writing.
1.5 Candidates know, understand, and apply Washington State’s English Language Development Standards (ELDS) and proficiency levels.

2.0 Common Core – Culture:

2.1 Teacher candidates of linguistically and culturally diverse learners are knowledgeable about the interrelationship between language and culture and its effects on teaching and learning.
2.2 Candidates know and understand ways to incorporate cultural and linguistic diversity to support teaching and learning.
2.3 Candidates understand the diversity within the English language learner population (e.g., immigrant, migrant, refugee, and those born in the United States) and the impact of socioeconomic status, race, religion, class, national origin, disability, and gender on student learning.
2.4 Candidates recognize the contributions of diverse cultural groups to Washington State and to the United States.
2.5 Candidates can explain the differences between assimilation, acculturation, and cultural pluracy and their potential impact on students’ cultural identity.
2.6 Candidates understand their own identity and how ethnicity, culture, and socioeconomic status influences teaching practices.

3.0 Common Core - Planning and Managing Instruction:

3.1 Candidates know and understand effective practices and strategies for planning, implementing, adapting, and modifying curriculum and instruction in a variety of English language learner delivery models and strategies.
3.2 Candidates recognize potential linguistic and cultural biases of pedagogies, curricula, and assessment instruments when determining classroom practices for the English language learner.

4.0 Common Core - Assessment:

4.1 Candidates know and understand issues, principles, instruments, and methods of assessment related to the education of English language learners.

5.0 Common Core - Professional Leadership:

5.1 Candidates demonstrate knowledge of relevant history and current legal and social issues concerning the education of English language learners in the State of Washington and the United States.
5.2 Candidates know and understand how to serve as an effective resource for working with English language learners and the importance of collaborating with other educational staff and community members.
5.3 Candidates know and understand how to advocate for the English language learner in a school environment.
5.4 Candidates have an awareness of the research and resources pertaining to language acquisition versus language disorder, gifted and talented, and special education needs of English language learners.

6.0 Common Core - Instructional Methods:

6.1 Candidates construct and facilitate learning environments that support English language development through literacy and content area knowledge.
6.2 Candidates apply linguistic concepts and knowledge of language systems to teach English language learners in the four domains of listening, speaking, reading, and writing.
6.3 Candidates demonstrate a high level of oral and academic language proficiency in English and are competent to teach and assess listening, speaking, reading, and writing in English.
6.4 Candidates differentiate instruction by applying concepts, theories, and research of applied linguistics, second language acquisition, and literacy development.
6.5 Candidates are able to identify culturally-appropriate ways to engage, communicate with, and involve the student’s family and community.
6.6 Candidates know, understand, and apply ways to integrate cultural and linguistic differences within the learning environment.
6.7 Candidates demonstrate awareness and an appreciation of the student’s cultural identity and its effects on language learning and school achievement.
6.8 Candidates demonstrate culturally responsive teaching.
6.9 Candidates apply effective practices and strategies to plan, implement, adapt, and modify curriculum and instruction for multiple language proficiency level classrooms with students from diverse backgrounds.
6.10 Candidates apply effective practices and strategies for organizing and managing a variety of supportive learning environments (e.g., cooperative groups, independent learning, and individualized instruction).
6.11 Candidates apply a range of teaching strategies, structures, and methods to support the development of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP), incorporating the four domains of listening, speaking, reading, and writing.
6.12 Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills.
6.13 Candidates collaborate with grade level teachers, content teachers, administrators, and other educational staff to support and facilitate English language development in basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP), incorporating the four domains of listening, speaking, reading, and writing within the content areas.
6.14 Candidates employ an appropriate variety of research-based materials for language learning including books, visual aides, props, realia, software, internet resources, and technological resources to enhance language and content-area knowledge.
6.15 Candidates use a variety of language proficiency instruments and assessment methods (both formative and summative) for various purposes (e.g., listening, speaking, reading, and writing in first and second language and within content areas).
6.16 Candidates apply a variety of formative and summative classroom-based assessment tools and methods to inform instruction and monitor academic progress.
6.17 Candidates recognize potential linguistic and cultural biases of formative and summative assessment instruments and implements appropriate modifications and accommodations.
6.18 Candidates demonstrate the ability to observe and reflect on classroom, school, and community experiences and how such experiences influence the education of culturally and linguistically diverse populations.
6.19 Candidates demonstrate the ability to work effectively in the classroom settings with culturally and linguistically diverse populations.
6.20 Candidates demonstrate the ability to incorporate the principles of second language instructional techniques as they develop assessments and instructional plans.
6.21 Candidates demonstrate the ability to serve as a resource and collaborate with other education professionals and community members.

ESL endorsement requirements
and offerings

2007-2008

Requirements

*The practicum may be taken at any point in the program through Pullman. Programs in Vancouver and Tri-Cities have their own sequences. Candidates should contact the appropriate campus’s program office.

**Teachers can take a combination of undergraduate and graduate courses to qualify for the endorsement.

Regular schedule of classes

(134-830) 서울시 강동구 명일동 304-1 평미빌딩 2층 A-08호 

사업자번호 214-04-40948 Tel: 02-442-0777  Fax: 02-442-0787

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