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

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Table of Contents

page

Welcome

General Information about the TESL ProgramsWhat Do TESL Students Gain? 2What Financial Support Is Available? 5What Is Required for the MA in TESL? 7What Is Required for the TESL Graduate Certificate? 9How Do You Apply for Transfer Credit? 9When Are Classes Offered? 10How Do You Move Through the Program? 11As You Begin Classes 12Some General Suggestions 13

Campus and Professional ResourcesConstitution of the TESOL Student Chapter at UCM 15Campus Resources 17Professional Resources 19

AppendixK-12 ESOL Certificate Information 20

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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/CAEP 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.

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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 Standards-Based 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: AssessmentCandidates 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.

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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.

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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 GrantThis 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 low-income 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 UCMThe 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 ScholarshipCovers 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 ScholarshipThis 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 studies remaining. Application forms are available from the Graduate School Office. Deadline: March 1.

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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 AssistantshipsUCM offers a variety of assistantships, including teaching, student-

affairs, 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.

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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)

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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 standards-based 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 OptionStudents interested in the thesis option should meet with the TESL Program Coordinator during their first semester of graduate study.

Program LengthThe MA in TESL typically requires two full years of study.

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What Is Required forthe 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 Credit hoursENGL 4110 Linguistics

ORENGL 5110 Grammar for TESL 3ENGL 4120 Language and Culture 3ENGL 5120 Second-Language Acquisition 3ENGL 5800 TESL Methods 3ENGL 5820 Assessment & Professionalism 3ENGL 5860 TESL I: The Spoken Language

ORENGL 5870 TESL II: The Written Language 3ENGL 5890 Practicum in ESL 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

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When Are Classes Offered?Listed below is the tentative class schedule for 2014-2016.

Fall 2014ENGL 4110 – Linguistics Evening CourseENGL 5010 – Intro to Graduate Study: TESLENGL 5800 – TESL Methods Evening CourseENGL 5860 – TESL I: Spoken LanguageENGL 5890 – Practicum in ESL ARR

Spring 2015ENGL 4120 – Language & Culture Evening CourseENGL 5120 – Second-Language AcquisitionENGL 5820 – Assessment & ProfessionalismENGL 5880 – TESL CapstoneENGL 5890 – Practicum in ESL ARR

Summer 2015ENGL 5110 – Grammar for TESLENGL 5870 – TESL II: Written Language

Fall 2016ENGL 4110 – LinguisticsENGL 5010 – Intro to Graduate Study: TESL Evening CourseENGL 5800 – TESL MethodsENGL 5860 – TESL I: Spoken Language Evening CourseENGL 5890 – Practicum in ESL ARR

Spring 2016ENGL 4120 – Language & CultureENGL 5110 – Grammar for TESL Evening CourseENGL 5120 – Second-Language AcquisitionENGL 5870 – TESL II: Written LanguageENGL 5880 – TESL Capstone Evening CourseENGL 5890 – Practicum in ESL ARR

Summer 2016ENGL 5820 – Assessment & Professionalism

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How Do YouMove 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.

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As You Begin ClassesAs 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.

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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.

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Campus &

Professional Resources

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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:1) The officers of this organization shall consist of a president,

president-elect, secretary, treasurer, and liaison coordinator.

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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.

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Campus Resources

The Student-Success CenterHere 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 3160660-543-8972

The Writing CenterThe 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 116660-543-4367

Computer FacilitiesComputers 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 ServicesFree counseling is available to UCM students. Stop by the

Counseling Center or call for an appointment. Services include stress management workshops.

Humphreys 131660-543-4060

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Accessibility ServicesThis 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 222660-543-4421

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 34660-543-4993

University Health CenterThis 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 ProgramThis program links non-native English speakers and native-

English-speaking students for informal English conversation or language exchange opportunities. It is coordinated by the English Language Center

Ward Edwards 0800660-543-8131

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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.

MIDTESOLMIDTESOL 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.

TESOLTESOL 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 ProgramsThe 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.

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APPENDIX

K-12 ESOL Certification Information

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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 CertificationDepartment of Elementary and Secondary EducationP. O. Box 480Jefferson City, MO 65101

4. If you have any questions, you may wish to contact one of the following offices:

Director of Teacher Education and CertificationDepartment of Elementary and Secondary Education (see address above)(573) 751-0051

Director of Teacher CertificationUniversity of Central MissouriLovinger 2170Warrensburg, MO 64093(660) 543-8441

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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. A baccalaureate degree from an approved college or universityB. A valid teacher's certificate in the state of MissouriC. 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.

D. 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. Psychology/Education of the Exceptional Child (including the Gifted) (EDSP 2100: Education of the Exceptional Child or PSY 4200: Psychology of Exceptional Children)

B. 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: Second-Language Acquisition (3 hrs.)

4. Methods of Teaching Second ENGL 5800: TESL MethodsLanguage Students (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 LanguagesMoSTEP 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: Standards-based 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-/development-appropriate, 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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