ESOL Endorsement Program Objectives
Georgia Southern University’s College of Education’s ESOL Endorsement exists in order to help this region’s and state’s educators address the needs of our immigrant, migrant, and English Language Learning students. This is clearly in keeping with multiple aspects of the university’s mission, such as “advancing the State of Georgia and the region through the benefits of higher education” and preparing teachers and teacher candidates “for leadership and service as world citizens” “enhanced by … transcultural experiences.”
During the past generation, Georgia’s immigrant population has been one of the fast growing in the nation. Over a century of bipolar (Black/White) demographic segregation and relative demographic stability left our state ill-prepared for the large influx of English Language Learners since 1980. Our ESOL Endorsement provides preparation for pre-service and in-service teachers regarding essential background and theoretical perspectives and research-based classroom methods and materials. In designing this preparation, the program is guided by the five domains described in the TESOL/NCATE Standards for Initial TESOL Programs in P–12 ESL Teacher Education:
(1) Language (as a System & its Acquisition & Development);
(2) Culture as it Affects Student Learning;
(3) Planning, Implementing, and Managing Standards-Based ESL & Content Instruction (including Resources and Technology);
(4) Assessment; and
Student Learning Outcome 1: Teachers and Teacher-candidates who complete the ESOL Endorsement program will demonstrate substantial Content Knowledge regarding the cultural and linguistic aspects of teaching English Language Learners. This will include:
a. Defining language, standard language, and culture (ESED 5233/G);
b. Demonstrating an understanding of English syntax, morphology, and phonology (ESED 5233/G);
c. Becoming familiar with the nature of culture and its functions in society (ESED 5234/G);
d. Designing and applying strategies for observing, analyzing, and comparing cultures. (ESED 5234/G);
e. Developing strategies for integrating school, neighborhood, and home resources in curriculum for English learners (ESED 5235/G).
Student Learning Outcome 2: Teachers and Teacher-candidates who complete the ESOL Endorsement program will demonstrate substantial Professional & Pedagogical Knowledge & Skills regarding teaching English Language Learners. This will include:
a. Demonstrating competence in using standard English in listening, speaking, reading and writing, and modeling these skills for their students (ESED 5233/G);
b. Developing strategies to integrate home, school, and community cultures to benefit students’ learning. (ESED 5234/G);
c. Designing curriculum and learning activities to use English to communicate in social settings through listening, speaking, reading, and writing (ESED 5235/G);
d. Designing learning activities to develop students’ abilities to use English to achieve academically in all content areas. (ESED 5235/G); and
e. Becoming familiar with and apply a variety of techniques for organizing and implementing learning environments to optimize participation and instruction with English Language Learners (ESED 5235/G).
Student Learning Outcome 3: Teachers and Teacher-candidates who complete the ESOL Endorsement program will demonstrate substantial Professional Dispositions regarding teaching English Language Learners. This will include:
a. Demonstrating how language varies and the implications for teaching ESOL (ESED 5233/G);
b. Summarizing and explaining the predominant theories of second language acquisition (ESED 5233/G);
c. Utilizing effective cross-cultural skills (ESED 5234/G); and
d. Developing personal resources and networks for future learning as different cultures are reflected in school populations (ESED 5234/G).
Student Learning Outcome 4: Teachers and Teacher-candidates who complete the ESOL Endorsement program will demonstrate substantial Effects on (Student) English Language Learner Learning. This will include:
a. Utilizing and designing instruments designed to measure language proficiency ESED 5233/G); and
b. Applying current second language acquisition theory and research to curriculum development and instructional strategies (ESED 5235/G).
Last updated: 12/4/2017