ESL
Programs
Candidates for ESL certification will undergo a predetermined
curriculum consisting of five (5) Core Courses. These courses
will address in depth the areas of expertise that are required
by the regulations: |
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English Usage and the Development of Linguistic
Awareness including: instruction on the process of first
and second language acquisition, the process of literacy development
for second language learners and the required strategies that
will assist English Language Learners (ELLs)
in the different stages of second language acquisition. |
| • |
English as a Second Language (Instructional
Materials and Development), which includes the design and
implementation of ESL programs to assist ELLs in the acquisition
of English, and cognitive academic language skills. The student
will be required to learn and be aware of various methods, strategies,
research findings and resources that address the educational
need of ELLS in their learning process, including the use of
computer technology. The acquisition of very specific knowledge
concerning currently accepted/research based ESL instructional
methods and strategies designed to meet the instructional needs
of ELLs will be required. |
| • |
Support Services for English Language
Learners (ELLs), which provides extensive exposure to knowledge
concerning effective assessment, including appropriate tools
and practices, for identifying levels of language proficiency,
acquisition and content learning as well as the means to monitor
student progress. The student will be required to obtain extensive
knowledge concerning the availability of school support services,
the promotion of parental/family involvement in the accomplishment
and educational needs of ELLs, as well as a complete familiarity
with educational programs and instructional activity adaptation
for ELLs that require specially designed instruction pursuant
to the Individuals with Disabilities Education Act. |
| • |
Development of Cultural Awareness and Sensitivity,
where students will be required to become thoroughly informed
of behaviors, beliefs and attitudes of multicultural learners
and families. Classroom and research activities will include
the incorporation of knowledge of current methods and techniques
for teaching English as a Second Language within a culturally/linguistic
diverse student/family environment. Further, the student will
become aware of techniques that may be employed to promote school
staff's understanding and sensitivity toward cultures and languages
other that the dominant culture/language in the United States.
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| Admission Requirements |
| To be accepted for admission into the program,
a student must: |
| 1. |
Provide evidence of successful academic
achievement in completion of a
baccalaureate degree from an accredited institution of higher
education. |
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| 2. |
Possess a current and valid teaching certificate
in some other area |
| or |
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Have completed an approved teacher preparation
program and successfully
passed the requisite PRAXIS exams. |
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| 3. |
Completed the Application for Admission
on-line (free of cost) or the paper Application for Admission,
together with the required Application Fee. |
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| The Application for Admission
may be obtained by contacting: |
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Luis A. Gómez, Ph.D.
Director,
Bilingual/Bicultural Graduate Studies
La Salle University
Philadelphia, PA 19141
Tel.: (215) 951- 1209
gomez@lasalle.edu
|
Greer Richardson Ph.D.
Director,
Graduate Programs in Education
La Salle University
Philadelphia, PA, 19141
Tel.:(215)951-1196
richards@lasalle.edu |
| |
Core Course Requirements
The Certificate for Program Specialist-ESL requires a total
of five courses (15 credits). All five courses are Core Courses
and no elective course is available. |
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| Course Description BLS 600: Dynamics
of Cross-Cultural Communications
(3 credits)
The major objectives of this course are to develop an appreciation
of diverse cultural backgrounds and to develop awareness of
the complexity of cross-cultural communications. The following
areas are considered as they relate to the dynamics of cross-cultural
communications: the communication process; group properties
and communications; linguistic approaches; the nonverbal element
of communications systems, language and culture; language
as social behavior; and channels of communication. This course
is a requirement for an MA in Bilingual/Bicultural Studies.
BLS 601: Techniques of Teaching English to Speakers of
Other Languages (3 credits)
The course analyzes various methodologies used in teaching
English as a second language. There is an emphasis placed
upon methods in teaching, listening, and speaking, as well
as microteaching of difficult points of pronunciation and
grammar. Significant attention is given to affective techniques
in second language learning.
BLS 605: Curriculum and Development of Bilingual Programs
(3 credits)
This course discusses the historical background of the bilingual
movement, especially pertinent legislation, as well as the
organization of a bilingual program. Topics of lectures and
discussions include: needs assessment of pupils, staff and
community; various types of curriculum models of bilingual
and school organizations; selection of instructional materials
for training bilingual students; and proper evaluative procedures.
BLS 606: Making Language Connections Through Content
in ESOL and Bilingual Classrooms (3 credits)
The major objectives of the course are to provide mechanisms
for second language content delivery utilizing the sheltered
class model, SIOP, "learning to learn" methods.
The curriculum analyzes academic language in content and texts,
and discusses metacognitive processes and strategies that
may be used in the classroom. Further, the role of learning
styles and multiple intelligences are also examined and discussed;
together with the rationale and structure of thematic units
for lesson planning purposes. The integration of language
objectives and "what's difficult" for language learners
is directed toward an authentic assessment of content and
language.
EDC 650: Language Assessment and Special Education of
ESL Learners (3 credits)
This course provides an overview of federal, state and local
mandates regarding the assessment of ESL learners. Placement
testing, standardized assessment, performance assessment,
rubrics, and portfolios will be addressed specifically. Issues
in authentic assessment and assessment in the content areas
will also be addressed. This course also helps students to
understand the legislation that promotes individual rights
for children and adults with disabilities, the special education
classification and labeling process and current trends in
the education of children with disabilities. Students will
analyze the impact that a handicapping condition has on the
individual in learning and social environments.
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