Add-On Licensure in Teaching English as a Second Language
DESCRIPTION OF PROPOSED PROGRAM
The proposed add-on licensure in Teaching English as a Second Language (K-12)
reflects the extreme need in Southeastern North Carolina for teachers qualified to work
with English language learners (ELLs). As the data below indicates, we have seen a
tremendous growth in the number of English language learners in our schools. The North
Carolina Department of Public Instruction (NCDPI) has estimated that over the next five
years, the state will need to almost double the number of English as a Second Language
(ESL) teachers, adding approximately 1100 new ESL teachers to the existing cadre of
1290 licensed ESL teachers in the state.
Currently 12 universities within the state offer either an add-on licensure in
Teaching English as a Second Language (TESL) or a degree program that results in ESL
licensure (NCDPI
http://community.learnnc.org/dpi/esl/archives/2005/07/esl_licensureun.php). The average
number of credit hours within such programs is 18 credit hours (with a range from 12 to
21 credit hours), putting the University of North Carolina Wilmington proposed program
squarely in line with other state programs. Additionally, other programs are offered
through a variety of formats with some being only offered in a face-to-face format while
others have an online option. Because our geographic area currently does not have an
online option, we hope to offer our TESL add-on as an online option within the next few
years.
After gathering information from the stakeholders (personnel directors, ESL
coordinators, community leaders, current ESL teachers, etc.) in the Watson School’s PDS
partnership counties, a multi-disciplinary committee consisting of University of North
Carolina Wilmington faculty in the Watson School of Education and the College of Arts
& Sciences met to decide how best to integrate the needs of the community and the
resources available to us as a university. In addition we studied programs in North
Carolina and around the United States. The result of these meetings is a proposed 18credit hour add-on licensure program to be offered at both the undergraduate and
graduate levels.
The add-on licensure program emphasizes the development of teachers who will
cultivate bicultural and biliterate individuals who are able to enjoy success in the US
academic system while being encouraged to maintain their native language and culture.
To this end, the program is based on the importance of providing students a strong
pedagogical foundation with a sense of social justice through community involvement.
From an educational standpoint, the theoretical framework of the program is based on
socioculturalism and critical literacy. We believe that learning best takes place in an
interactive environment that facilitates the development of higher order thinking skills
that enable learners to critically examine their own environment. It is this philosophy
that we have embedded in the TESL add-on licensure program at University of North
Carolina Wilmington.
The TESL Add-on licensure program at the University of North Carolina
Wilmington has two tracks, one at the undergraduate level and one at the graduate level,
and objectives for both tracks are built upon the North Carolina state standards for
English as a Second Language Teachers. Thus, objectives for both tracks are the same.
However, students in each track are expected to accomplish these objectives at decidedly
different levels of expertise and depth. Whereas undergraduate students are expected to
demonstrate mastery of the objectives at the knowledge and comprehension levels,
graduate students are expected to engage in research and analysis that will allow them to
accomplish the objectives with much more depth and breadth of knowledge.
In order to accomplish this level of critical analysis, graduate students will be
expected to complete additional assignments that engage them in research and critical
thinking activities in which they analyze, integrate, and evaluate content, skills and
concepts in new and informative ways to expand their knowledge and that of their
classmates. They will be expected to take on leadership roles in their programs and
engage in action research in their field experiences, creating their own lessons, and
thematic units and assessments. They also will be expected to assess and analyze PK-12
student learning.
COURSEWORK
The TESL add-on licensure program assumes no prior background in the field of
English as a second language. For the undergraduate track, we anticipate an audience of
current University of North Carolina Wilmington students who seek to expand their
expertise in teaching English as a second language. Students may be education licensure
students (early childhood elementary, middle grades, special education or secondary
education majors who will “add” TESL to their initial license), English majors who see
themselves working in ESL/English as a Foreign Language environments, and/or Foreign
Language majors who may work with English language learners either in the US or
abroad.
The graduate track is designed for inservice teachers who wish to add the TESL
licensure to their current licensure area. Such students have teaching experience even
though that experience may not be with English language learners. Thus, the graduate
classes are designed to build upon their current teaching experiences and allow them
opportunities to expand their existing knowledge and skills in the area of ESL.
Courses in both tracks will consist of introductory, exploratory and mastery level
classes. Of the 12 course total (six courses offered in the TESL undergraduate add-on and
the six in the graduate level add on), eight will be offered in the Watson School of
Education and four will be offered in the English Department in the College of Arts and
Sciences. Three of the offerings are already approved courses in the English Department.
Nine others are in the process of being approved. (See attached matrix.)
Highlights of this program include both early and late field experiences, an
emphasis on literacy development and a grammatical component to ensure that program
completers are well prepared to teach English as a linguistic and grammatical system.
The early and late field experiences will help ensure that program completers have
extensive interactive activities with English language learners. Literacy development is
crucial for success with ELL students and this will be an area of emphasis in all courses
culminating in the development of literacy units in Reading and Writing in a Second
Language (EDN 418) and Second Language Literacy (EDN 518). Finally, not all add-on
licensure programs in the state offer coursework in the English grammatical system,
leaving a knowledge gap for many ESL teachers. The required pedagogical grammar
course is designed to fill this gap and provide University of North Carolina Wilmington
students with a strong base in their pedagogical knowledge of the English grammatical
system in addition to the English linguistic system.
UNDERGRADUATE TRACK
1. Teaching English Language Learners* 1 (EDN 311), 3 credit hours
This course is the first course in the sequence and will introduce students to the field of
English as a Second Language. Students will explore the cultural, social, and political
contexts of working with ELLs from historical and critical perspectives. This course also
includes the legal and administrative aspects of the field with regard to national and state
regulations. This course will have a 10-hour field experience. Students will be expected
to compare and contrast their academic/cultural experiences with those of English
language learner partners.
2. Second Language Acquisition* (EDN 316), 3 credit hours
This course is the second course in the sequence and can be taken concurrently with EDN
311. In this course, students gain in-depth knowledge of first and second language
acquisition, comparing the two. They will study the research, theories and principles in
the field of English as a Second Language. Students will be expected to compare and
contrast various learning theories and first and second language acquisition processes.
3. Introduction to Linguistics (ENG 320), 3 credit hours
EDN 311 is a co/prerequisite course. This course includes an exploration of the English
language and its different components. Students develop extensive knowledge of the
linguistic structure of the English language including phonology, morphology, syntax,
pragmatics and semantics. Students will use this knowledge to compare the English
linguistic system to other languages.
4. Second Language Methods and Assessment* (EDN 417), 3 credit hours
EDN 311 and EDN 316 are prerequisites for this course. This course will review methods
of TESL and involve a 20-hour field experience in which students implement strategies
and methods, reflecting on the efficacy of each. Students will be prepared to use the SIOP
model as well as other communicative methodologies. Additionally, students will learn
how to ensure valid and reliable results when assessing second language learners. The
purpose of this course is to examine the cycle of teaching and explore methods of
integrating instruction, curriculum and assessment to increase academic outcomes for
ELLs. Students will be expected to design and implement basic lesson plans.
5. Reading and Writing in a Second Language* (EDN 418), 3 credit hours
This course is considered a capstone course in the sequence, and EDN 311, 316, 417 are
prerequisites for this course. In this class, students will use the concepts and skills that
they have learned and apply them to increasing literacy and academic outcomes for
English language learners. An emphasis will be placed on developing biliteracy skills as
1
* indicates a new course in the university approval process
well as literacy skills in English. Students will be expected to implement and assess
existing literacy improvement plans.
6. Structure of the English Language (ENG 321), 3 credit hours
ENG 320 is a prerequisite for this course. In this course, students study the mechanics of
the English language and learn how to teach basic and advanced grammatical structures.
GRADUATE TRACK
1. Introduction to English as a Second Language* (EDN 511), 3 credit hours
This course is the first course in the sequence and will introduce students to the field of
English as a Second Language. Students will explore the cultural, social, and political
contexts of working with ELLs from historical and critical perspectives. This course will
also include the legal and administrative aspects of the field with regard to national and
state regulations. This course will have a 10-hour field experience attached to it.
Graduate students will be responsible for exploring these issues from a critical
perspective and researching topics related to social justice, discrimination and linguistic
power relationships. Current teachers, who have a strong ESL practical background can
apply for a waiver of this course based upon demonstration of required competencies.
2. Second Language Research and Theory* (EDN 516), 3 credit hours
This course will be the second course in the sequence and can be taken concurrently with
EDN 511. In this course, students gain in-depth knowledge of first and second language
acquisition, comparing the two. They will study the research, theories and principles in
the field of English as a Second Language. Students will conduct a critical analysis of
how the theoretical development of the field of second language acquisition has
compared to that of educational psychology in general and how various paradigm shifts
in second language acquisition theory have impacted methodological practices in the ESL
classroom.
3. Graduate Linguistics (ENG 525), (3 credit hours)
EDN 511 is a co/prerequisite course. This course includes an exploration of the English
language and its different components. Students develop extensive knowledge of the
linguistic structure of the English language including phonology, morphology, syntax,
pragmatics and semantics. Students will use this knowledge to compare the English
linguistic system to other languages.
4. Methods and Assessment for Second Language Learners* (EDN 517), 3 credit hours
EDN 511 and EDN 516 are prerequisites for this course. This course will review methods
of TESL and involve a 20-hour field experience in which students implement strategies
and methods, reflecting on the efficacy of each. Students will be prepared to use the SIOP
model as well as other communicative methodologies. Additionally, students will learn
how to ensure valid and reliable results when assessing second language learners. The
purpose of this course is to examine the cycle of teaching and explore methods of
integrating instruction, curriculum and assessment to increase academic outcomes for
ELLs. Students will be expected to critically examine current methods of classroom and
large-scale assessment with a particular emphasis on assessing and analyzing student
academic outcomes.
5. Second Language Literacy* (EDN 518), 3 credit hours
This course is considered a capstone course in the sequence, and EDN courses 511, 516,
517 are prerequisites for this course. In this class, students will use the concepts and skills
that they have learned and apply them to increasing literacy and academic outcomes for
English language learners. An emphasis will be placed on developing biliteracy skills as
well as literacy skills in English. Students will focus on assessing student skills and
developing literacy improvement plans that can be implemented and assessed.
6. English Grammar for ESL Teachers* (ENG 526), 3 credit hours
ENG 525 is a prerequisite for this course. In this course, students study the mechanics of
the English language and learn how to teach basic and advanced grammatical structures.
JUSTIFICATION
The proposed add-on licensure in Teaching English as a Second Language is a
response to the increasing need for all teachers in Southeastern North Carolina to be
prepared to work with ELLs. While the entire United States has seen a 65% increase in
the number of ELLs since 1994, North Carolina has seen an increase of over 370% in the
number of ELLs in our schools
(http://www.ncela.gwu.edu/policy/states/northcarolina/03_demo.htm). This increase has
been seen across the state, but especially in the rural areas surrounding the University of
North Carolina at Wilmington (see Table 1) where many of our graduates will eventually
teach.
Table 1 (NC Department of Public Instruction, 2006)
County
Number of ELLs in Number of ELLs in
‘02
‘05
Bladen
252
343
Brunswick
216
379
Carteret
96
136
Columbus
156
166
Duplin
1134
1627
Jones
48
32
New Hanover
500
811
Onslow
354
368
Pender
330
412
Sampson
909
1008
Charlotte
6705
13307
Mecklenburg
% increase
27%
43%
29%
6%
30%
-33%
38%
4%
20%
10%
50%
The proposed TESL add-on licensure program supports the mission and goals of
University of North Carolina Wilmington. Of the seven UNCW goals the proposed
programs specifically speaks to three.
•
Embrace and enhance diversity throughout the university’s constituencies, culture,
curriculum, and outreach activities.
• Create an educational environment that prepares our students to be global citizens.
• Strengthen the university’s regional engagement and outreach activities.
The proposed TESL program should also help to attract a more diverse student
population to the University of North Carolina Wilmington by increasing our exposure
with minority populations within area communities.
It also supports the Watson School of Education’s goals in that it is dedicated to
developing “highly competent professionals to serve in teaching and other educational
leadership roles in southeastern North Carolina, the state, and nation” (WSE Conceptual
Framework).
The proposed add-on licensure in Teaching English as a Second Language is
well-supported within the university and community. We have received numerous
requests for information since the initial announcement about the proposed program and
districts have sent personnel from their systems to provide feedback and support for the
development of this program.
CONCEPTUAL FRAMEWORK
The Watson School of Education develops highly competent professionals to serve in
educational leadership roles. These attributes are incorporated into the course proposals
attached. The schematic on the following page illustrates the components of Watson
School of Education’s conceptual framework.
Ethical &
Professional
Standards
Technological
Competence
Effective
Communication
Informed
Decision
Making
Competent
Professional
Leaders
Content
Knowledge
Reflective
Practice
Pedagogy
Diversity
Within this framework the add-on licensure for Teaching English as a Second
Language will enhance the Watson School of Education’s dedication to the academic
success of diverse learners. Not only do we seek to increase academic outcomes for
diverse students in the K-12 system, but we also will seek to attract a more diverse
student body population to University of North Carolina Wilmington through the new
add-on licensure program. Because all instruction of English language learners must be
individualized to that learner, students in the add-on ESL licensure will be prepared to
make decisions based on their reflections on classroom practice and their knowledge of
content and professional standards. This informed decision making process will be
refined through their knowledge and experience with the instructional cycle of designing,
implementing and assessing instruction for English language learners.
SOURCES CONSULTED DURING PROGRAM DEVELOPMENT
The following sources were used to develop the add-on ESL licensure at
University of North Carolina Wilmington. Additionally, please see the enclosed timeline
of events for more specific information.
Sources:
o Program descriptions from other programs in the UNC system and other states
o NC ESL Standards and Indicators
o TESOL/NCATE Program Standards for K-12 ESL Teacher Education
o Professional literature in the fields of English as a Second Language and Bilingual
Education
o UNCW Mission Statement
o UNCW Watson School of Education conceptual framework
o NC Department of Public Education Websites
o http://community.learnnc.org/dpi/esl/
o http://community.learnnc.org/dpi/esl/archives/2005/07/esl_licensureun.php
o http://community.learnnc.org/dpi/esl/archives/legislation_state_board_policy/
o http://community.learnnc.org/dpi/esl/archives/testing_accountablility/
o NC Standard Course of Study (ESL & Language Arts)
o http://community.learnnc.org/dpi/esl/archives/2005/08/englis_language.php
o http://www.ncpublicschools.org/curriculum/esl/scos/
o http://www.ncpublicschools.org/curriculum/languagearts/
o National Clearinghouse for English Language Acquisition and Language Instruction
Educational Programs
A focus group comprised of the ESL program committee members from the
Watson School of Education and the College of Arts and Sciences met with 17 public
school personnel from 11 school systems (10 districts and one charter school) on October
17, 2006 to discuss program components.
PROGRAM CONSISTENCY WITH STATE AND NATIONAL STANDARDS
The goals of the University of North Carolina Wilmington add-on licensure
program integrate the NC ESL teacher preparation and TESOL/NCATE standards for K12 ESL teacher education and are aligned with the conceptual framework of the Watson
School of Education.
Content Knowledge
1. Students develop an extensive knowledge of the structure and components of the
English language as a system of communication. (NC Standard 1; NCATE Standard
1.a)
2. Students use their knowledge of the English language to facilitate the English
acquisition of others. (NC Standard 2, 11; NCATE Standard 1.b)
3. Students demonstrate understanding of the laws, regulations, and policies at the local,
state and federal levels that apply to English language learners. (NC Standard 4, 12;
NCATE Standard 5.b)
4. Students apply theoretical knowledge to the instructional cycle. (NC Standards 2, 3,
12; NCATE Standard 1.b)
5. Students demonstrate a diverse knowledge of the different types of strategies and
methods used with English language learners. (NC Standards 7, 12; NCATE Standard
1.b, 3.a, 3.b)
6. Students develop knowledge and skills specifically related to the improvement of
literacy outcomes for English language learners. (NCATE Standards 1.a., 1.b)
Pedagogy
1. Students have an extensive knowledge of a variety of instructional materials and their
application in the classroom. (NC Standard 2, 5, ; NCATE Standard 3.a, 3.b, 3.c)
2. Students demonstrate appropriate use of methods and strategies to facilitate
educational opportunities and achievement of English language learners. (NC
Standards 2, 5, ; NCATE Standards 3.a, 3.b, 3.c)
3. Students develop and implement appropriate assessment strategies to gather
information and facilitate educational opportunities and achievement of English
language learners. (NC Standard 8; NCATE Standards 4.b, 4.a)
4. Students use their knowledge of the English language to compare and contrast
linguistic features in order to facilitate second language acquisition (NC Standard 1;
NCATE Standard 1.b)
5. Students use their knowledge of the English language to compare and contrast
grammatical features in order to facilitate second language acquisition (NC Standard
1; NCATE Standard 1.b)
Diversity
1. Students develop knowledge and skills to become cultural brokers within the school
community. (NC Standard 10; NCATE Standards 2.b)
2. Students use their knowledge of the important role of culture to facilitate student
academic and affective development. (NC Standards 3, 9; NCATE Standards 2.a, 2.b)
3. Students advocate for cultural accommodation and encourage maintenance of native
languages and cultures. (NCATE Standard 2.b)
Ethical and Professional Standards
1. Students advocate for English language learners and their families (NC Standard 13;
NCATE Standard 5.b)
2. Students serve as resources within their schools and communities (NC Standard 13;
NCATE Standard 5.b)
3. Students display dispositions consistent with the belief that all students can learn.
Informed Decision Making
1. Students assess the validity of data collected on English language learners. (NCATE
Standards 4.a, 4.b)
2. Students use their knowledge of assessment to make informed decisions regarding
English language learners. (NC Standard 8; NCATE Standards 4.a, 4.b)
Reflective Practice
1. Students reflect on their own practices to improve the academic outcomes of English
language learners. (NC Standard 12)
2. Students use their knowledge of the history of the field of English as a second
language to educational opportunities and achievement of English language learners.
(NCATE Standard 5.a)
3. Students identify resources and avenues to advance their own knowledge of the field.
(NCATE Standard 5.c)
Effective Communication
1. Students effectively communicate with parents, administrators and other stakeholders
to facilitate the educational opportunities and achievement of English language
learners. (NC Standard 13; NCATE Standard 5.b, 5.c)
2. Students serve as professional resources to colleagues and build partnerships across
their schools to facilitate educational opportunities and achievement of English
language learners. (NC Standard 14, NCATE Standards 5.c)
Technological Competence
1. Students assess and implement the most useful technologies to facilitate educational
opportunities and achievement of English language learners. (NC Standard 6;
NCATE Standard 3.c)
PROGRAM EVALUATION
As part of the development of the TESL add-on licensure, a formal evaluation
plan will be implemented to gain formative and summative data about the success of the
courses in preparing teachers to effectively serve ELL learners. Assessment for program
completers will be tied to the state and national standards and take a three-pronged
approach focusing on assessment of content knowledge, application of skills, and
dispositions.
CONCLUSIONS
The proposed TESL add-on licensure program at the University of North Carolina
Wilmington is not only much needed in the area but it also provides the university
multiple opportunities to meet its own goals and serve both graduate and undergraduate
students across many areas of studies.
Through a well-developed program, UNCW students will work in a variety of
situations and with a multitude of community and school-based personnel. Field
experiences are embedded into the coursework, allowing close connections to course
concepts and skill development and making our program more community-based as a
whole. Additionally, our courses embed a philosophy of social justice and critical
pedagogy so that students will not only be pedagogically prepared to help English
language learners succeed academically, but also to be strong advocates for these
students within their schools, thereby helping build strong, cohesive communities.