Prepare to Teach ESOL in Grades K-12
The ESOL graduate degree curriculum includes a range of ESOL courses that thoroughly prepare teachers to teach English to speakers of other languages in grades K-12. SNHU’s reputation for delivering quality education programs and preparing successful classroom teachers will give you the edge you need for a successful career teaching ESOL.
The ESOL curriculum is designed to impart key skills for teaching English to nonnative speakers. Gain the tools to be an effective teacher of ESOL classes or in a "pull-in/push-out," inclusive classroom.
ESOL Courses Lead to Student - Teaching Practicum
In addition to the 11 ESOL degree courses delivered on our Manchester, N.H., campus, you will complete a 16-week student-teaching practicum. Passing the Praxis I exam is required prior to your acceptance into the Teacher Certification Program.
During your student-teaching experience you will intern full time under the direct supervision of a classroom teacher, gradually taking on the role of the classroom teacher. All other ESOL graduate degree course work must be completed prior to beginning your student-teaching placement.
Certification to Teach ESOL
Upon the successful completion of your ESOL courses and student teaching practicum, you will be eligible for New Hampshire state endorsement in Teaching English Speakers of Other Languages (ESOL) for grades K-12.
Students must already have completed two semesters of a college-level foreign language study or its equivalent prior to completing the ESOL graduate degree curriculum at SNHU and being certified.
EDU-506: Teaching English Learners
In this course students will study the history, pedagogy and techniques for specific ESL/EFL methods and approaches used to teach in culturally diverse classrooms. The course intends to equip mainstream classroom teachers with background, introduction and understanding necessary to teach EL students. The course will include clarification of issues such as the differences between bilingual instruction and teaching English Learners in the classroom. The course will enable teachers to learn how to modify content and scaffold learning for ELs.
EDU-521: Exploring the Principles of Education
This course offers practice in identifying and developing basic beliefs and values while assessing contemporary philosophies. It includes a study of the history and current issues of education in America.
EDU-533: Learning through Technology
In this course, students will develop the knowledge and skills to use technology to enhance student learning and achievement. This course also introduces students to learning targets (standards/outcomes) and a general model of curriculum development, implementation and assessment.
EFL-501: Language Learning and Acquisition
This course explores contemporary knowledge about foreign language acquisition, including the influences of age, environment and motivation; learning styles, including ELSIE, Barsch Learning Style Inventory and other cognitive and behavioral scales; multiple intelligences; and learner language and inter-language.
EFL-502: Evaluation and Assessment
The first part of this course is an introduction to proficiency, achievement, diagnostic and placement testing. The use of student portfolios in the EFL classroom and self-evaluation and observation techniques, including checklists and anecdotal reports, also are covered.
EFL-503: Descriptive Linguistics of American English
This course covers the American English sound system and American English grammar. Students learn the basics of AE phonetics and phonology; including vowels, consonants, diphthongs, pitch and stress; place and manner of articulation; and the International Phonetic Alphabet (IPA). They also learn the basics of AE morphology and syntax, including the parts of speech, words and their constituents, inflection, sentence types, sentence diagramming, surface and deep structure and transformational process.
EFL-504: Introduction to Curriculum Development, Design and Implementation
Topics include curriculum, syllabus and lesson planning with emphasis on observable performance objectives; lesson stages and principles of effective EFL lesson construction; effective procedures for choosing, editing and managing EFL lesson content; long-term lesson planning; teacher roles in the classroom; and principles and techniques for teaching mixed-proficiency level classes.
EFL-526: Aspects of Literacy/Multilingual Learner
This course will examine the role of literacy in the public school classroom (K-Adult) for linguistically and culturally diverse students. A careful analysis will be conducted of the reading process as it applies to both young English Language Learners (ELLs) and older ELLs who come to the classroom with varying degrees of literacy. The influences of the first language on reading in the second language classroom will also be examined.
EFL-536: Content-Based Instruction
This course explains how to develop theme- and content-based lessons and classes using US cultural topics and adapting and controlling material for various proficiency levels.
EFL-540: Socio-Cultural Context of Language Teaching
Topics include sociolinguistics, regional variation and cultural diversity as they apply to TESL/TEFL. A unit on the history of the English language is also included.
SPED-501: Students with Exceptionalities
Students will be introduced to the issues related to children with disabilities and the educational implications for participation within the general education classroom will be examined. The course includes the history of Special Education, as well as current trends and research. Federal and state legislation will be reviewed as well as the NH State Standards for Children with Disabilities. Students will review the Individuals with Disabilities Act as it relates to the Elementary Secondary Education Act (ESEA) reauthorized as No Child Left Behind (NCLB), the Americans with Disabilities Act (ADA) including title II of the ADA and section 504 and The Rehabilitation Act Amendments of 1973, as amended.
Select one of the following:
EDU-571: Student Teaching and Seminar
All teacher education majors seeking certification will participate in 16 weeks of full-time practice teaching at nearby schools. During the 16 weeks, the student teacher receives close and continuous supervision and guidance from teaching personnel at the school and by a member of the Southern New Hampshire University faculty. This course also includes a weekly seminar at the University.
EDU-770: Certification Internship
This is the capstone course for certified teachers seeking an additional certification. Students complete a full-time, competency-based internship at a site appropriate to the area of certification being sought. During this internship, the student is mentored by like-credentialed site personnel as well as by a member of the Southern New Hampshire University faculty. This course also includes a weekly seminar held on campus.
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an initial teacher’s license or endorsement in New Hampshire. Southern New Hampshire University cannot guarantee licensure, certification, endorsement, or salary benefits. View disclosure information.
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