English as a Second Language (ESL Program Specialist)
At this time, La Salle University is not accepting or enrolling new students into this program. We apologize for any inconvenience. For more information, please email email@example.com.
Developed for those employed as full time teachers, as well as aspiring new teachers, this program is designed to respond to the requirements set by the Pennsylvania Department of Education (Division of Teacher Education Bureau of Teacher Certification and preparation) requiring that teachers of English as a Second Language (ESL) be certified.
A total of six graduate courses (18 credits) are required to earn the Certificate.
These courses will address the following areas of expertise:
- English Usage and Linguistic Awareness includes instruction on the process of first and second language acquisition, the development of literacy for second language learners, and strategies to assist English Language Learners (ELLs) to acquire a second language.
- English as a Second Language (Instructional Materials and Development) includes design and implementation of ESL programs to assist ELLs in the process of learning English and acquiring academic language skills. The student will be required to study methods, strategies, research findings and resources related to the educational need of ELLS in their learning process, including the use of computer technology.
- Support Services for English Language Learners (ELLs) provides an overview of the appropriate tools and practices for identifying levels of language proficiency, acquisition and content learning as well as the means to monitor student progress. Students will be required to learn about school support services and, the promotion of parental/family involvement in the educational needs of ELLs. They must also become familiar with educational programs and instructional activity adaptation for ELLs that require instruction in accordance with the Individuals with Disabilities Education Act.
- Development of Cultural Awareness and Sensitivity requires students be to become thoroughly informed of their 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, students will become aware of techniques that may be employed to promote school administer’s understanding and sensitivity toward cultures and languages other than the dominant culture/language in the United States.