Requirements

Requirements for the ESL certificate

ESL Program Requirements

Students are required to complete 15 credit hours of coursework:

Foundations of Language in Second Language Teaching (WL ED 400, 3 credits)
Critical understanding of basic concepts and principles in second language acquisition and teaching.

This is an advanced course designed for practicing classroom teachers who want to further their knowledge of language acquisition/language teaching. It provides a critical understanding of basic concepts and principles in first and second language acquisition and teaching. The core of the course explicates processes of language acquisition viewed from major theories of first and second language acquisition and common issues within these major theories are presented and debated.

Using their classroom experiences, students will be able to critically examine language teaching methodologies derived and implied from first and second language acquisition theories and to apply them in their classrooms. This course requires active participation, group-reflections and self-critique, and completion of required readings; 20-30 hours of volunteer work in an ESL setting; and development of a professional growth portfolio including the four domains stated in the Penn State Model of Teacher Preparation (planning and preparing for student learning; teaching; inquiring and analyzing learning and teaching; and professionalism) and the competencies for English Usage and Developing Linguistic Awareness stated by the Pennsylvania Department of Education.

Language, Culture, and the Classroom: Issues for Practitioners (WL ED 444, 3 credits)
Critical understanding of cultural linguistic diversity to facilitate the inclusion of English Language Learners in a globalized classroom. Prerequisite: WL ED 300 or WL ED 400

In this course we will focus on the issues of power raised by the use of Standard English as the school language while in its grounds there are an increasing number of students who are using more than one language/dialect to communicate. We will also discuss how language mutates into an exceptional hegemonic/counter-hegemonic device central to the problematic regarding school socialization. Finally, we will critically understand teachers' and schools' roles in building a safe classroom where diversity of languages and cultures are welcome and encouraged.

Evaluating Schools’ Performances and Programs with English Language Learners (WL ED 483, 3 credits)
Using and adapting multiple techniques to assess English Language Learners (ELLs) language and other school subjects. Prerequisite: WL ED 300 or WL ED 400

This course provides students with knowledge of a variety of assessment instruments to identify and monitor levels of second language and content proficiencies of English Language Learners (ELLs). Students will learn multiple assessment models used in English as a Second Language (ESL) programs. Students will establish connections between assessment and instruction for English Language Learners, as well as gain knowledge about services available, such as instructional support, multidisciplinary teams, and other assessment services for English Language Learners. This course requires active participation, group-reflections, discussions and activities as well as to develop a professional growth portfolio including the four domains stated in the Penn State model of Teacher Preparation (planning and preparing for student learning; teaching; inquiring and analyzing learning and teaching; and professionalism) and the competences for English Language Learners (ELLS) Language and Support Services Knowledge stated by the Pennsylvania Department of Education.

Teaching English as a Second Language (APLNG 493, 3 credits)
Theory, research, and pedagogy that focus on the teaching of English to speakers of other languages in varied contexts.

This course focuses on the teaching of English to speakers of other languages. Specifically, the course explores the multidimensional nature of the teacher as a learner of teaching, the context of schools and schooling within which teaching occurs, and the activities and content of second language teaching and learning.

Throughout the semester, students will engage in a range of theoretical, pedagogical, and reflective activities that will enable them to: 1) understand their own beliefs and knowledge about language learning and language teaching and become aware of the impact of such knowledge and beliefs on their classroom practices, 2) recognize the highly situated and interpretative processes involved in language teaching and be able to reflect on, critically analyze, and evaluate their own teaching practices, 3) become sensitive to the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning, 4) come to recognize students' strengths and development as learners and language learners, 5) understand subject matter content from an instructional perspective and learn to anticipate areas that may require additional instructional support, 6) use their knowledge of theory to inform their instructional practices, 7) participate in professional collaborations with other teachers as they learn about language teachers, language teaching, and language learning.

Functional-Discourse Grammar (APLING 484, 3 credits)

Teaching American English pronunciation (APLING 410, 3 credits)

APLING 484 focuses on developing a working knowledge of the structure of English and apply such knowledge to research and/or classroom situations. This course is designed to enable prospective and practicing ESL/EFL teachers to understand the linguistic structures of the English language. Through the use of transformation grammar, students will interpret and analyze the basic grammatical structures of the English language. Students will apply their developing skills of linguistic analysis to recognize, and analyze, and remediate both oral and written grammatical errors in ESL/EFL instructional contexts. Students will understand the current theoretical issues related to pedagogical grammars and develop an appreciation for the practical and theoretical relevance of linguistics analysis for second language educators.

APLING410 focuses on the study and application of principles of North American English phonetics and theories of teaching pronunciation. This course, for teachers who deal with speakers of other languages, integrates research and theory on the acquisition and development of pronunciation, as well as current pedagogy, to enable them to construct their own principled theory of teaching pronunciation. Students are introduced to the characteristics of the consonant and vowels systems of English. In addition, students are introduced to variations in the production of consonants and vowels by speakers of languages other than English. Students are expected to understand and to be able to describe the stress rhythm, and intonation of English as well as the adjustments that are made in connected speech. Students will learn how grammar and orthography influence the pronunciation of phonemes. Students will learn how to diagnose an individual's difficulties in the production of North American English and will learn how to develop appropriate curriculum. By focusing on instructional strategies from fields as diverse as theater arts, psychology, and instructional technology, students will be able to individualize their instruction by providing alternative ways to better respond to second language speakers' learning styles and preferences. Moreover, this course requires students to develop and implement appropriate curriculum for both hypothetical, real tutorial, and whole class instruction.

The objectives of this course are for teachers 1) to develop a satisfactory understanding of the phonetics of North American English, including consonants, vowels, rhythm, stress, intonation and prominence, 2) to develop an understanding of the relationship between listening and pronunciation, as well as orthography and pronunciation, 3) to develop an ability to explain these phonetic concepts appropriate to students with varying learning styles using a variety of techniques such as kinesthetic and tactile reinforcement, 4) to develop an ability to diagnose speakers' particular pronunciation difficulties and to create instructional materials in response, 5) to develop a coherent philosophy of the teaching of pronunciation, and 6) to develop an ability to evaluate pronunciation textbooks and materials and supplement them when necessary.

How does PSU ESL certificate program meet Pennsylvania Department of Education (PDE) ESL Program Specialist Guidelines?

The following table demonstrates how each PSU course meets PDE guidelines. Left column shows PDE content components with a description of anticipated teacher knowledge in the middle column, and right column displays matching PSU courses to PDE content components.

PDE ESL Program Specialist Guidelines and PSU Course Offerings

PDE Content Components

PDE Teacher Knowledge components

PSU ESL certificate program courses

45 hours or 3 semester units of

Second Language

Acquisition/Linguistics

Knowledge of

the structure of the English language/grammar and pronunciation, including lexical, morphological, syntax and phonological components.
the process of first and second language acquisition.
the process of literacy development for second language learners and
strategies to assist ELLs in the different stages of second language acquisition
how to assist ELLs to communicate using verbal and nonverbal language

3 credits from each of the following two strands ( total of 6 credits):

Strand 1: WL ED400 (Foundations of language in second language teaching)

Strand 2: APLING 410 (Teaching American English pronunciation)

OR APLING484 (Functional-discourse grammar)

90 hours or 6 semester units of

Methods of ESL, Academic and

Literacy Development, Program Implementation and

Assessment for English Language Learners

English as a Second Language—Instructional Materials: Knowledge of

how to design and implement ESL program to assist ELLs in the process of acquiring English and cognitive academic language skills.

methods, strategies, research and resources that address the educational needs of ELLs in their learning process, including the use of computer technology.
how to select and design teaching resources for ELLs according to their language proficiency, native language development and literacy development.
knowledge and application of a variety of currently accepted, research based ESL instructional methods and strategies to meet specific instructional needs of ELLs.
how to develop, implement, and evaluate a variety of curricular and instructional activities for diverse ELLs
instructional adaptations/modifications to assist ELLs in the regular classroom
how to utilize meaningful instructional strategies that support the ELL/students’culture and acculturation process.
teaching strategies and resources that promote multicultural information through various curricula.
how to adapt classroom activities, procedures and assessment to maximize second language acquisition and learning, including working collaboratively in small groups.

3 credits of APLING493 (Teaching English as a Second Language)

Development English Language Learners Language and Support Services Knowledge: Knowledge of

effective assessment tools/practices to identify levels of language proficiency, acquisition and content learning as well as monitor student progress.

available all school support services that can assist the ELLs in language acquisition/content learning.
multiple assessment models to document ELLs progress in various curricular and instructional activities.
knowledge and use of evaluation techniques to assess the various curricular and instructional activities used for the English language learners/students.
how to promote parental/family involvement and participation regarding their children’s accomplishments and educational needs and to assist in the development of ELLs projected services
formal/informal assessments tools, and an Individualized Education Plan, how to use with ELLs who have been identified as special education students
educational program/instructional activity adaptations required for ELLs who require specially designed instruction pursuant to the Individuals with Disabilities Education Act
how to utilize strategies that combine language development and higher order thinking skills related to the content of the academic curriculum.

3 credits of WL ED 483 (Assessment of Performance: Culturally and Linguistically Diverse Learners)

45 hours or 3 semester units of Understanding Cultural

Diversity I K-12 Classrooms, Multicultural Education

Knowledge of

behaviors, beliefs, and attitudes of multicultural and multilingual learners and families.
current methods and techniques, based on recognized principles of teaching English as a Second Language (ESL), in working with culturally and linguistically diverse students/families.
how to facilitate the English Language Learners’ (ELLs), and their families’, understanding of, and collaboration with, ESL and other school staff.
how to promote school staff’s understanding and sensitivity toward cultures other than American and languages other than English.
how other cultures compare/relate to the American culture in areas such as communities, businesses, languages, education, and education support systems in other countries

3 credits of WL ED444 (Language, Culture, and the Classrooms: Issues for Practitioners)

References:

PDE ESL Program Specialist Guidelines (2002). http://www.teaching.state.pa.us/teaching/lib/teaching/ESL-program_specialist.pdf

PDE ELP Standards (2007). http://www.pde.state.pa.us/esl/lib/esl/PA_ELP_Standards.Revised_Doc.with_intro.FINAL.12.8.08.pdf

WIDA Standards (2004). http://www.wida.us/standards/classroom_framework_css.pdf