Please note: This program is no longer accepting new enrollments.

• Graduates demonstrate the disposition, knowledge and skills expected of professional educators as articulated by regional, state and national accreditation bodies.
• They understand language as a system, the structure and nature of language, and language variation and change.
• They understand language acquisition and literacy development, including practices for reading skills/comprehension in a first language at different levels; first and second language differences for reading instruction; English phonemic awareness for students not literate in their first language; effect of first language literacy on second language learning/literacy; role of oral language development in literacy development for ELs; formal/informal reading assessment with English learners; listening/speaking/reading/writing vocabulary, and practices for developing writing skills/writing tools; formal writing elements; oral/aural English fluency at different proficiency levels; social and academic content English; metalinguistic skills and vocabulary for cognitive, academic, and language proficiency.
• They utilize research-based ESL approaches and best practices and apply socio-cultural and socio-emotional considerations.
• They understand the role of community, families, and schools in EL education and the laws pertaining to education of ELs.
• ESL graduates utilize inclusive practices to create a safe and collaborative learning environment that fosters positive socioemotional development. They set high expectations for all students; implement well-structured lessons, with measurable assessments of learning; and engage in ongoing reflection on practice.