Welcome!
The faculty and staff of the Department of English and
Philosophy at University of Central Missouri would like to welcome
you to our master's of arts (MA) degree program in teaching English
as a second language (TESL) or our TESL graduate certificate
program. Since the fall of 1988, we have offered graduate courses
for teachers and future teachers of English as a second/foreign
language (ESL/EFL). We also helped develop the Missouri K-12
certification in teaching English to speakers of other languages
(ESOL), which was originally approved in May of 1990 by the
Missouri Department of Elementary and Secondary Education
(DESE). Our courses fulfill the professional education requirements
for adding K-12 ESOL certification to an existing Missouri teaching
certificate.
We look forward to working with you to help you develop your
full potential both as a graduate student and as a teacher of English
as a second/foreign language.
TESL students, spouses, and friends at Cave Hollow Park in Warrensburg
i
Table of Contents
page
Welcome
General Information about the TESL Programs
What Do TESL Students Gain?
What Financial Support Is Available?
What Is Required for the MA in TESL?
What Is Required for the TESL Graduate Certificate?
How Do You Apply for Transfer Credit?
When Are Classes Offered?
How Do You Move Through the Program?
As You Begin Classes
Some General Suggestions
2
5
7
9
9
10
11
12
13
Campus and Professional Resources
Constitution of the TESOL Student Chapter at UCM
Campus Resources
Professional Resources
15
17
19
Appendix
K-12 ESOL Certificate Information
ii
20
General Information
About the
TESL Programs
TESL students & faculty at a TESL potluck
What Do TESL Students Gain?
The courses in our master’s degree and graduate certificate
programs provide students the opportunity to learn (a) the basic principles
of learning and teaching a second language and (b) the practical
implications of those principles for classroom teaching. On completion of
the program, TESL graduates have met the TESOL/NCATE program
standards listed below. Students earning the master’s degree will provide
evidence of meeting each of these standards in the portfolio they submit in
ENGL 5880: TESL Capstone.
Domain 1: Language
Candidates know, understand, and use the major theories and
research related to the structure and acquisition of language to help
English language learners (ELLs) develop language and literacy and
achieve in the content areas.
Standard 1.a. Language as a System. Candidates
demonstrate understanding of language as a system, including
phonology, morphology, syntax, pragmatics, and semantics,
and support ELLs as they acquire English language and literacy
in order to achieve in the content areas.
Standard 1.b. Language Acquisition and Development.
Candidates understand and apply theories and research in
language acquisition and development to support their ELLs’
English language and literacy learning and content area
achievement.
Domain 2: Culture
Candidates know, understand, and use major concepts, principles,
theories, and research related to the nature and role of culture and
cultural groups to construct supportive learning environments for
ELLs.
Standard 2. Culture as It Affects Student Learning.
Candidates know, understand, and use major theories and
research related to the nature and role of culture in their
instruction. They demonstrate understanding of how cultural
groups and individual cultural identities affect language learning
and school achievement.
2
Domain 3: Planning, Implementing, and Managing Instruction
Candidates know, understand, and use evidence-based practices
and strategies related to planning, implementing, and managing
standards-based ESL and content instruction. Candidates are
knowledgeable about program models and skilled in teaching
strategies for developing and integrating language skills. They
integrate technology as well as choose and adapt classroom
resources appropriate for their ELLs.
Standard 3.a. Planning for Standards-Based ESL and
Content Instruction. Candidates know, understand, and apply
concepts, research, and best practices to plan classroom
instruction in a supportive learning environment for ELLs. They
plan for multilevel classrooms with learners from diverse
backgrounds using standards-based ESL and content
curriculum.
Standard 3.b. Implementing and Managing StandardsBased ESL and Content Instruction. Candidates know,
manage, and implement a variety of standards-based teaching
strategies and techniques for developing and integrating
English listening, speaking, reading, and writing. Candidates
support ELLs’ access to the core curriculum by teaching
language through academic content.
Standard 3.c. Using Resources and Technology Effectively
in ESL and Content Instruction. Candidates are familiar with
a wide range of standards-based materials, resources, and
technologies, and choose, adapt, and use them in effective ESL
and content teaching.
Domain 4: Assessment
Candidates demonstrate understanding of issues and concepts of
assessment and use standards-based procedures with ELLs.
Standard 4.a. Issues of Assessment for English Language
Learners. Candidates demonstrate understanding of various
assessment issues as they affect ELLs, such as accountability,
bias, special education testing, language proficiency, and
accommodations in formal testing situations.
3
Standard 4.b. Language Proficiency Assessment.
Candidates know and can use a variety of standards-based
language proficiency instruments to show language growth and
to inform their instruction. They demonstrate understanding of
their uses for identification, placement, and reclassification of
ELLs.
Standard 4.c. Classroom-Based Assessment for ESL.
Candidates know and can use a variety of performance-based
assessment tools and techniques to inform instruction for in the
classroom.
Domain 5: Professionalism
Candidates keep current with new instructional techniques, research
results, advances in the ESL field, and education policy issues and
demonstrate knowledge of the history of ESL teaching. They use
such information to reflect upon and improve their instruction and
assessment practices. Candidates work collaboratively with school
staff and the community to improve the learning environment, provide
support, and advocate for ELLs and their families.
Standard 5.a. ESL Research and History. Candidates
demonstrate knowledge of history, research, educational public
policy, and current practice in the field of ESL teaching and
apply this knowledge to improve teaching and learning.
Standard 5.b. Professional Development, Partnerships, and
Advocacy. Candidates take advantage of professional growth
opportunities and demonstrate the ability to build partnerships
with colleagues and students’ families, serve as community
resources, and advocate for ELLs.
4
What Financial Support Is Available?
Midwest Student Exchange Program (MSEP)
The Midwest Student Exchange Program (MSEP) was established by
the Midwestern Higher Education Commission to increase interstate
educational opportunities for students in its eleven member states: ND,
MN, IA, NE, KS, MO, WI, IL, MI, IN & OH. The program enables residents
of member states outside Missouri to enroll in the TESL programs at UCM
at reduced tuition rates. Please ask the university’s Office of Student
Financial Services (Ward Edwards Building, Room 1100; 660-543-8266;
<sfs@ucmo.edu>) for more details and an application form.
TEACH Grant
This federal grant supports students who promise to teach full-time
for at least four years in secondary schools (and in some cases,
elementary schools) that are designated as serving students from lowincome families (Title I). More information is available at the Student
Financial Services’ pages of the UCM website or at their office on campus
(Ward Edwards Building, Room 1100).
Scholarships for Graduate Students at UCM
The Graduate Student Achievement Awards
These awards are for high academic achievement and leadership
qualities. Students with full-time graduate assistantships are not eligible.
Application forms are available from the Graduate School Office (Ward
Edwards Building, Room 1800). Deadline: March 1.
Graduate Non-Resident Scholarship
Covers the non-resident fees for graduate students who earned UCM
undergraduate degrees and are enrolling in graduate programs no later
than the fourth semester following their undergraduate studies. Applicants
must have earned a minimum of 60 undergraduate hours at UCM with a
3.0 or higher UCM GPA. The scholarship is renewable for six semesters if
the scholar maintains a graduate GPA of 3.4 or higher. Deadline: Open.
Warren C. Lovinger Graduate Student Scholarship
This award was established in 1980 to honor a past university
president. Applicants must have earned an undergraduate degree from
UCM and must have at least 16 credit hours of their graduate-program
5
studies remaining. Application forms are available from the Graduate
School Office. Deadline: March 1.
6
President’s Diversity Scholarship
This award is a graduate assistantship for one year. Applicants may
meet an income eligibility requirement &/or be first-generation graduate
students &/or be members of a group underrepresented in their disciplines.
A minimum undergraduate GPA of 2.50 is required. Students who receive
the award in their first year of study may reapply for a second year.
Application forms are available from the Graduate School Office. Deadline:
March 1.
Graduate Assistantships
UCM offers a variety of assistantships, including teaching, studentaffairs, laboratory, research, and administrative positions. Past and
present TESL students have had assistantships teaching freshman
composition, intensive English for international students, basic algebra, and
introductory graphics and photography courses; assisting faculty in
administrative work, for example, assessment activities; working in the
library, departmental reading rooms, and the art center; tutoring students in
the Academic Enrichment Department's writing and learning centers; and
working in university offices, for example, the International Student Office.
Nearly all UCM assistantships begin in August and extend through
the academic year. Application review typically begins in March, so it is
wise to be admitted to the TESL Program and have references and
résumés ready for submission by the end of February. The great majority
of UCM assistantships are teaching positions. It is extremely rare for new
international students in the TESL Program to be awarded an
assistantship, but some of our international students have received
positions for their second year of study. One reason for this is that
prospective employers prefer to interview their applicants.
Please see the Graduate Catalog’s section entitled “Financial
Information and Graduate Support” for the criteria used for selection, the
types of assistantships available, and the procedures for application.
Openings are posted and applied for online and are very competitive. To
view current openings and apply for specific positions, go to
<http://www.ucmo.edu/graduate/support/assist/>.
Applying for a graduate assistantship is much like applying for any
other job. You need to actively seek employment, submit your application
materials to openings that match your qualifications, have good references
and a strong academic record, be available for interviews, and make a
positive impression on those who will decide who will receive a position.
7
What Is Required for the MA in TESL?
Required Graduate Courses (11 courses, 33 credit hours)
ENGL 4110 Linguistics (3 cr.)
Introduction to the study of language as a system of human
communication.
ENGL 4120 Language & Culture (3 cr.)
Exploration of the nature of culture and its impact on perceptions,
communication, behavior, and ways of learning with emphasis on
its influence on school achievement.
ENGL 5010 Introduction to Graduate Study--TESL (3 cr.)
Introduction to understanding research in the fields of linguistics,
applied linguistics, and teaching English to speakers of other
languages. Focuses on identifying major research trends, finding
articles, and writing essays on research in these fields.
ENGL 5110 Grammar for Teaching English as a Second Language (3 cr.)
Examination of the morphological and syntactic structures of
English and exploration of how to teach them to speakers of other
languages.
Prerequisite: ENGL 4110 (may be taken concurrently)
ENGL 5120 Second-Language Acquisition (3 cr.)
Survey of second-language acquisition research and theories and
their implications for pedagogy.
ENGL 5800 TESL Methods (3 cr.)
Exploration of past and current practices in planning,
implementing, and managing instruction of second language
learners.
ENGL 5820 Assessment and Professionalism in TESL (3 cr.)
Exploration of guidelines for ESL services, support, and advocacy;
standards for achievement; and interpretation of formal and
informal assessments of students, courses, and programs.
ENGL 5860 Teaching English as a Second Language I: The Spoken
Language (3 cr.)
Examination of the structures of oral English and the processes
involved in its production and comprehension in relationship to the
teaching and learning of ESL.
Prerequisites: ENGL 5120 and ENGL 4110 (both may be taken
concurrently)
8
ENGL 5870 Teaching English as a Second Language II: The Written
Language (3 cr.)
Examination of the structures of written English and the processes
involved in its production and comprehension in relationship to the
teaching and learning of ESL.
Prerequisite: ENGL 4110 (may be taken concurrently)
ENGL 5880 TESL Capstone (3 cr.)
Examination of the history of the field of ESL teaching and the
development of a portfolio that will demonstrate the level of
mastery of the field of TESL required by the TESOL/NCATE
standards.
ENGL 5890 Practicum in TESL (3 cr.)
Supervised experience in planning and implementing standardsbased ESL and content instruction under the direction of a TESL
faculty member.
Prerequisites: ENGL 4110, ENGL 5120, and either ENGL 5860 or
ENGL 5870
Language Requirement:
For Native English Speakers:
2 semesters of college-level foreign language or successful
completion of the CLEP Foreign Language Exam at Level II.
For Non-Native English Speakers:
TOEFL score above 565 (paper) or 225 (computer) or 85 (Internet)
and passing scores on the university administered spoken and
written English placement tests or the successful completion of
ENGL 1180: Spoken English as a Second Language &/or ENGL
1190: Written English as a Second Language.
Thesis Option
Students interested in the thesis option should meet with the TESL
Program Coordinator during their first semester of graduate study.
Program Length
The MA in TESL typically requires two full years of study.
9
What Is Required for
the TESL Graduate Certificate?
The certificate program is designed for people who wish to add
certification in teaching K-12 English to speakers of other languages
(ESOL) to an existing Missouri teaching certificate. Some international
employers also value TESL Certificates. The program includes seven
classes (21 semester hours of credit). A maximum of six semester hours of
approved transfer credit may be applied to the certificate.
REQUIRED GRADUATE COURSES
ENGL 4110 Linguistics
OR
ENGL 5110 Grammar for TESL
ENGL 4120 Language and Culture
ENGL 5120 Second-Language Acquisition
ENGL 5800 TESL Methods
ENGL 5820 Assessment & Professionalism
ENGL 5860 TESL I: The Spoken Language
OR
ENGL 5870 TESL II: The Written Language
ENGL 5890 Practicum in ESL
Credit hours
3
3
3
3
3
3
3
How Do You Apply for Transfer Credit?
Please read the section entitled “Transfer Credit” in the current
Graduate Catalog. That section outlines the university's requirements and
procedures for transferring credit. The maximum number of hours of
transfer credit that may be applied to the MA-TESL degree is nine.
If you are thinking about taking a course at another university, consult
with the TESL Program Coordinator before you enroll to confirm that the
course credit is transferable.
Provide the program coordinator with the following for each course
you wish to have considered for transfer credit:
• a copy of the catalog statement about the course
• evidence that the course is applicable toward a graduate degree at
the university that is granting or has granted the credit
• the course syllabus
• a transcript showing the credit and the grade for the course
10
When Are Classes Offered?
Listed below is the tentative class schedule for 2013-2015.
Fall 2013
ENGL 4110 – Linguistics
ENGL 5010 – Intro to Graduate Study: TESL
ENGL 5800 – TESL Methods
ENGL 5860 – TESL I: Spoken Language
ENGL 5890 – Practicum in ESL
Spring 2014
ENGL 5110 – Grammar for TESL
ENGL 5820 – Assessment & Professionalism
ENGL 5870 – TESL II: Written Language
ENGL 5880 – TESL Capstone
ENGL 5890 – Practicum in ESL
Evening Course
Evening Course
ARR
Evening Course
Evening Course
ARR
Summer 2014
ENGL 4120 – Language & Culture
ENGL 5120 – Second-Language Acquisition
Fall 2014
ENGL 4110 – Linguistics
ENGL 5010 – Intro to Graduate Study: TESL
ENGL 5800 – TESL Methods
ENGL 5860 – TESL I: Spoken Language
ENGL 5890 – Practicum in ESL
Spring 2015
ENGL 4120 – Language & Culture
ENGL 5120 – Second-Language Acquisition
ENGL 5820 – Assessment & Professionalism
ENGL 5880 – TESL Capstone
ENGL 5890 – Practicum in ESL
Summer 2015
ENGL 5110 – Grammar for TESL
ENGL 5870 – TESL II: Written Language
11
Evening Course
Evening Course
ARR
Evening Course
ARR
12
How Do You
Move Through the Program?
Before You Begin Your Studies
• If you are an international student, participate in new international
student orientation.
• If you are a non-native English speaker, participate in English
placement testing.
• If you are a native English speaker, talk with the program coordinator
about how you will meet the language requirement for the program.
(Begin working on this early in your studies.)
• Meet with the program coordinator to choose classes for your first
semester.
• Enroll in classes.
During the First Semester
• Meet with the program coordinator to plan your tentative Program of
Study.
• Enroll in second-semester classes.
During Your Subsequent Semesters
• If you wish to make any changes in your approved Program of Study,
see the program coordinator and apply for a Change in Program.
• Enroll for upcoming classes in a timely fashion.
• See the program coordinator if you have questions or experience
difficulties.
Early in Your Last Semester
• Pick up a graduation packet from the Graduate School Office.
• Work through the graduation application process with the program
coordinator.
• Consider developing a placement file at the Office of Career Services
(Union 302).
Once You Have Completed the ESOL Certification Courses
• You can apply for the K-12 ESOL Certification if you already have a
Missouri teaching certificate. Assistance is available at the Teacher
Certification Office in the Lovinger Building, Room 2170.
13
As You Begin Classes
As you begin your graduate studies in TESL, you may feel somewhat
overwhelmed by new concepts, discipline-specific terminology, and other
new information. As can be true when you begin to learn a new language,
much of the new information does not fit together at first. Be patient, work
to understand, and soon the bits and pieces will become part of a larger,
clearer picture. To facilitate this process, you may wish to follow these
suggestions:
• As you encounter new terminology, look for how the term is used by
different writers. Does the term have the same meaning when
different authors use it? A good dictionary of professional
terminology is the Longman Dictionary of Language Teaching and
Applied Linguistics.
• Ask yourself what questions the author of a book or article you are
reading is asking and trying to answer. Discovering the questions
that are being asked and answered is an important skill when
entering a new discipline.
• Ask yourself what conclusions or generalizations a particular author is
making about his/her topic. What evidence does he/she give to
support his/her conclusions? Begin to associate the names of
researchers with the ideas they advocate.
• What other authors does an author cite in his/her discussion? Does
he/she agree or disagree with those authors? Why or why not?
• What is the date of publication of the article or book you are reading?
Begin to associate dates with researchers and their ideas and
findings.
• How do the ideas expressed by the author fit in with other ideas you
have read or with your personal experience as a language teacher
and/or learner? Begin to make specific connections between
different concepts and ideas.
• Write down in your own words the most important ideas and
conclusions you encounter in your reading. Note where you found
the idea by recording the author, title, publication date, and page
number.
• Be ready to apply the information and ideas you learn in one course
to other courses in your program.
• Ask your instructors any questions you have about what you are
studying.
14
Some General Suggestions
1. Consult with the program coordinator and your other instructors often.
Faculty office hours will be posted on the office doors and written on
course syllabi. Usually, you do not need an appointment if you want to
see a faculty member during posted office hours. If those times are not
convenient for you, other times may be available by appointment.
2. Know your rights and responsibilities as a student, for example, in the
area of academic honesty. Please see UCM's current
Planner/Handbook for more information. It is distributed at the
University Store.
3. Hand in all required assignments on time. Faculty members may or
may not welcome assignments handed in early. They may not accept
late assignments.
4. If you ever need to drop a course in your program, please talk with your
instructor first. Then talk with the program coordinator. The decision
about what you do will be yours, but faculty may be able to suggest
alternatives which you have not considered.
5. If you need to/want to take a course at another university, get it
approved by the program coordinator before you take it.
6. When making travel plans for the end of a semester, do not plan to
leave before you have turned in all required assignments and
completed all your exams.
7. APA (American Psychological Association) Style will be required for all
TESL courses. Study it carefully, and use it accurately.
15
Campus &
Professional Resources
16
The TESL Student Organization
The TESOL Student Chapter at the University of Central Missouri
was formed during the 1990-1991 school year.
Constitution of the
TESOL Student Chapter at UCM
Article I:
The name of this organization shall be the TESOL Student
Chapter at the University of Central Missouri.
Article II: The purpose of this organization shall be to:
1) provide a social and professional organization for TESL
graduate students at the University of Central Missouri.
2) seek endorsement from its professional counterpart--TESOL
(Teachers of English to Speakers of Other Languages).
3) provide valuable services to TESL graduate students and
international students from all curricula, undergraduate and
graduate. Services may include:
a) student sponsorship of new international students,
b) summer host program outside of Warrensburg,
c) TESL teaching symposium,
d) student attendance at TESOL conferences,
e) social events which foster an understanding of
American culture,
f) establishment of a liaison for overseas
correspondence and exchange of information and
opportunities.
Article III:
1) The membership of this organization shall consist of any
student interested in the study of English as a Second
Language.
2) This organization shall not discriminate on the basis of race,
color, creed, age, sex, religion, sexual orientation, or native
language.
Article IV:
17
1) The officers of this organization shall consist of a president,
president-elect, secretary, treasurer, and liaison coordinator.
18
2) Officers shall be elected by ballot or verbal vote.
3) Additional liaison officers and hospitality officers may be
appointed.
Article V: The duties of this organization's officers shall be:
1) president: coordinate symposia and oversee other
programs;
2) president elect: coordinate sponsorship and summer host
programs;
3) secretary: coordinate membership and record meetings;
4) treasurer: manage the account and coordinate
transportation when necessary;
5) liaison coordinator: manage international correspondence,
gather and post information in the department.
Article VI:
1) Meetings shall be held twice a year.
2) Special meetings may be called by the president by
announcement.
Article VII: The minimum number of officers and members of this
organization needed to conduct business shall be three officers
and twelve general members.
Article VIII:
1) Nominations of officers can be submitted by any general
member and are due by the posted or announced deadline.
2) Elections shall be held following the nomination, by ballot or
verbal election, when a quorum is present.
3) The terms for president, secretary, and treasurer run from
May to December. Terms for the president elect and liaison
coordinator run from May to April.
Article IX:
1) This constitution must be ratified by a majority vote of the
membership.
2) This constitution may be amended by a majority vote of the
membership.
3) This constitution and/or amendments shall not become valid
until a copy of said constitution and/or amendments have
been placed on file in the Office of Student Development
Programs and Activities.
19
Campus Resources
The Student-Success Center
Here you can learn through individualized, self-paced programs to
develop your speed-reading, study, memory improvement, vocabulary,
listening, and standard spoken English skills. In addition, you can get
help preparing for various standardized tests like TOEFL or GRE
exams. Computer software, video and audio recordings, and specially
designed learning activity packets are available for in-center use.
Library 3160
660-543-8972
The Writing Center
The Writing Center offers a variety of services to both students of
English as a second language and to native English speakers. The
primary goal of the center’s personnel is to help students improve their
writing skills and become independent writers.
Humphreys 116
660-543-4367
Computer Facilities
Computers are available for student use across campus and in the
residence halls. The computer commons in the James C. Kirkpatrick
Library (Room 1250, phone 660-543-4196) is a popular site. All UCM
students have a university-provided computer/e-mail account.
Counseling Services
Free counseling is available to UCM students. Stop by the
Counseling Center or call for an appointment. Services include stress
management workshops.
Humphreys 131
660-543-4060
20
Accessibility Services
This office offers academic assistance and arranges
accommodations for students who have disabilities. To learn more
about the services that are available, visit their office or access their
pages on the UCM website.
Union 222
660-543-4421
The Welch-Schmidt Center for Communication
Disorders
Student clinicians offer free hearing testing and one semester of
free one-to-one instruction in oral communication skills (pronunciation,
fluency, and grammar). TESL students who are non-native speakers
of English have found the instruction to be beneficial and enjoyable.
Martin 34
660-543-4993
University Health Center
This medical clinic, located just south of the University Union,
operates primarily on an appointment system, but severe illnesses and
emergencies are given priority. It is open from 8 AM to 5 PM, Monday
through Friday, during the fall and spring semesters.
660-543-4770
Conversation Partners Program
This program links non-native English speakers and nativeEnglish-speaking students for informal English conversation or
language exchange opportunities. It is coordinated by the English
Language Center
Ward Edwards 0800
21
660-543-8131
22
Professional Resources
TESL Curriculum Library (Kirkpatrick Library)
The curriculum library contains a wide variety of textbooks for
teaching English language learners.
TESL Student Mailboxes (Martin 231)
Watch your mailbox for returned papers, announcements from the
TESOL Student Chapter, and general announcements of interest.
MIDTESOL
MIDTESOL is the regional organization of TESOL in Iowa,
Kansas, and Missouri. MIDTESOL publishes a newsletter, a journal,
and has its regional conference in the fall. Watch for announcements
on dates and locations.
Students are encouraged to attend the MIDTESOL Conference,
an important opportunity to meet students from other universities as
well as ESL teachers. Presentations at MIDTESOL conferences tend
to be very practical in their focus. Go to <http://www.midtesol.org> for
information.
TESOL
TESOL is the international professional organization for teachers
of English to speakers of other languages. Its headquarters is near
Washington, DC. TESOL publishes a journal focused on teaching as
well as a research journal, TESOL Quarterly, and numerous books of
interest to teachers of ESL/EFL. The international TESOL conference
is held each spring. Watch for dates and other announcements about
TESOL, or check the TESOL website at <http://www.tesol.edu/>.
Students can join TESOL at a special rate.
Directory of Professional Preparation Programs
The Directory is published by TESOL and gives a description of
each university that has a degree program for teachers of English to
speakers of other languages. This book is particularly helpful for
students looking for a PhD program after they have completed their
master's degree. The Kirkpatrick Library has a copy.
23
APPENDIX
K-12 ESOL Certification Information
24
Applying for the Missouri
K-12 Teaching Certificate in ESOL
NOTE: If you are not familiar with the process for becoming certified to teach in the
public schools in the state of Missouri, please consult the Teacher Education Policies
and Procedures section in the latest edition of the UCM Undergraduate Catalog.
To apply for the K-12 ESOL Certificate, please complete the following
steps:
1.
Review the requirements for certification listed on the following page.
2.
When you have met all of the general requirements and all of the
professional requirements that are listed, please complete these two
forms:
• the APPLICATION FOR MISSOURI TEACHERS CERTIFICATE
(Application for Added Certification), and
• the CERTIFICATION OF TEACHING EXPERIENCE form.
3.
When you have completed both forms, take them to the Registrar's
office and ask that they send the forms along with an official copy of
your transcript to the following address:
Director of Teacher Education and Certification
Department of Elementary and Secondary Education
P. O. Box 480
Jefferson City, MO 65101
4.
If you have any questions, you may wish to contact one of the following
offices:
Director of Teacher Education and Certification
Department of Elementary and Secondary Education
(see address above)
(573) 751-0051
Director of Teacher Certification
University of Central Missouri
Lovinger 2170
Warrensburg, MO 64093
(660) 543-8441
25
Certification for K-12 ESOL
in the State of Missouri
Requirements for the Added Certification: Please note that certification
to teach English to speakers of other languages (ESOL) in public schools in
the state of Missouri is an add-on certificate. Applicants must already
have a teaching certificate in another area of specialization.
Individuals without a first Missouri teaching certificate may wish to visit
UCM’s Teacher Certification Office in the Lovinger Building, Room 2170, to
explore ways that they might earn one.
I. General Requirements for Application for K-12 ESOL Certification
A.
B.
C.
D.
A baccalaureate degree from an approved college or university
A valid teacher's certificate in the state of Missouri
Satisfactory completion of an approved college or university teacher
preparation program in teaching of English to speakers of other
languages (ESOL) consisting of a minimum of 21 semester credit
hours.
Recommendation: Satisfactory completion of one year of college
level foreign language study or equivalent experience in learning
another language within another culture.
II. Professional Education Requirements
A.
B.
Psychology/Education of the Exceptional Child (including the Gifted)
(EDSP 2100: Education of the Exceptional Child or PSY 4200:
Psychology of Exceptional Children)
Basic Reading Techniques for Secondary Teachers (EDFL 4210:
Teaching Reading in the Secondary Schools)
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III. Professional Requirements for ESOL Certification (21 semester
hours)
A.
A minimum of 15 semester hours in five basic fields of knowledge.
State standard or competency:
UCM program:
1. Linguistics and English Linguistics
ENGL 4110: Linguistics or
ENGL 5110: Grammar for
TESL (3 hrs.)
2. Language & Culture
ENGL 4120: Language &
Culture (3 hrs.)
3. Second Language Acquisition
ENGL 5120: SecondLanguage Acquisition (3
hrs.)
4. Methods of Teaching Second
Language Students
ENGL 5800: TESL Methods
(3 hrs.)
5. Materials & Assessment
Assessment standards:
ENGL 5820: Assessment &
Professionalism in TESL (3
hrs.)
Materials’ standards: ENGL
5800, 5860, & 5870. See
item 4 above & item C.
below.
B.
ESOL Practicum (3 hrs.)
ENGL 5890: Practicum in
ESL (3 hrs.)
C.
Elective Coursework (3 hrs.)
ENGL 5860: TESL I: Spoken
Language or ENGL 5870:
TESL II: Written Language
may be taken as an elective
course.
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Teacher Discipline-Specific
Competencies: English for Speakers of
Other Languages
MoSTEP 1.2.1.1: English for Speakers of Other Languages (ESOL)
K-12 Competencies
Issued by the Missouri Department of Elementary and Secondary
Education (DESE). Revised November 2005.
The beginning (preservice) teacher of English for Speakers of Other
Languages (ESOL) K-12 will demonstrate knowledge of and/or
competency in the following areas of study:
1. Language, Linguistics, and Second-Language Acquisition:
Major concepts, theories, and research related to the nature and
acquisition of language necessary to constructing learning
environments that support ESOL students’ language and literacy
development and content area achievement.
1. principles characterizing all human language systems: phonology,
morphology, syntax, semantics.
2. comparing first- and second-language acquisition.
3. recognizing the nature and value of World Englishes and dialect
variation.
4. identifying and using linguistic resources for learning about the
structure of English and of students’ home languages.
5. using pragmatics and the functions of language in social (formal
and informal) and academic settings.
6. identifying and using a range of genres, rhetorical and discourse
structures, and writing conventions in English.
7. recognizing the role of individual emotional, social, and intellectual
variables in the process of learning English while maintaining the
first language, including the importance of ESOL students’ home
language(s) and language varieties.
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2. Culture: Major concepts, principles, theories, and research related
to the nature and role of culture and cultural groups to construct
learning environments that support ESOL students’ cultural identities,
language and literacy development, and content-area achievement.
1. the effects of racism, stereotyping, and poverty on ESL teaching
and learning.
2. the impact of cultural identity on perceptions, communication
(verbal and non-verbal), behaviors, learning, and how levels of
cultural identity vary among students.
3. recognizing the dynamics of cross-cultural interactions, including
the impact of students’ background experiences, socioeconomic
status, religion, class, national origin, disability, and gender on
learning and teaching ESL.
4. recognizing cultural factors and home-area events that influence
ESOL learning.
5. locating and using resources, including the Internet, to learn about
world cultures and the cultures of one’s students.
3. Planning, Implementing, & Managing Instruction: Standardsbased practices and strategies related to planning, implementing, and
managing ESL and content instruction, including classroom
organization, teaching strategies for developing and integrating
language sills, and choosing and adapting classroom resources.
1. applying research-based concepts and best practices in planning
multilevel classroom instruction in a supportive learning
environment for ESOL students from diverse backgrounds to help
ESOL students acquire and use written and spoken English for
social and academic purposes.
2. employing appropriate strategies for meeting the particular needs
of students with limited formal education in their first language.
3. employing a variety of strategies for supporting ESOL students in
accessing the core curriculum as they learn language and
academic content together.
4. developing and implementing activities, tasks, and assignments
that develop authentic uses of language, as students learn about
content-area material.
5. designing and implementing standards-based reading and writing
activities that build upon students’ oral English in support of their
learning to read and write in English.
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6. selecting and/or adapting culturally responsive, age-/developmentappropriate, and linguistically accessible materials and other
resources (e.g., books, visual aids, props, and realia).
7. using appropriate technological resources to enhance language
and content-area instruction for ESOL students (e.g., Web,
software, computers, and related devices).
4. Assessment: Issues of assessment and using standards-based
assessment measures with ESOL students.
1. national and state requirements for identification, reclassification,
and exit of ESOL students from language-support programs.
2. designing traditional and performance-based assessment
instruments and activities to measure content-area learning for
ESOL learners at varying levels of language and literacy
development, to measure ESOL learners’ progress toward state
and national standards, to prepare ESOL students to use self- and
peer-assessment techniques when appropriate, and to assess the
effectiveness of instruction.
3. making instructional decisions on the basis of assessment of ESL
students’ language proficiency and prior knowledge.
4. the implications of cultural and linguistic bias (as well as political,
social, and psychological factors) on classroom assessment, IQ
testing, and special education testing (including gifted and talented)
as they relate to ESOL teaching and learning.
5. the relationship between language proficiency and other types of
assessment (e.g., standardized achievement tests of overall
mastery) as they relate to ESOL teaching and learning.
6. determining accommodations for ESOL students.
7. using a variety of standards-based, norm- and criterion-referenced
language proficiency instruments to inform one’s instruction and
understanding their uses for identification, placement, and
demonstration of language growth of ESOL students.
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5. Professionalism: History of ESL teaching; new instructional
techniques, research results, advances in the ESL field, and public
policy issues; Use of such information to reflect upon and improve
instructional practices; and Providing support and advocacy for ESOL
students and their families and working collaboratively to improve the
learning environment.
1. U.S. immigration history as it relates to ESL teaching.
2. history, research, laws/regulations, policies, and current practices
in the field of ESL teaching and learning.
3. initiating home/school communication to enhance ESL teaching
and build partnerships with ESOL families.
4. advocating on behalf of students from diverse backgrounds,
including but limited to ESOL students’ access to all available
academic resources and instructional technology.
5. collaborating with and serving as a resource to all staff, including
paraprofessionals.
6. Language Competency
1. a second-language learning experience via either a minimum of a
college minor in a second language or near-native proficiency in a
language other than English.
2. native or near-native proficiency in standard English (listening,
speaking, reading, and writing).
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TESL student presenters & faculty at the Capstone Evening
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