Teaching English to Speakers of Other Languages - Emporia State University

Teaching English to Speakers of Other Languages from Emporia State University is a Campus Bachelor Teaching degree that prepares you for a Education career. Mission The ESOL Teacher education program reflects the mission of The Teachers College and personnel preparation unit of Emporia State University . The program aims at developing The Professional: Critical Thinker, Creative Planner, and Effective Practitioner. Our graduates are skilled practitioners who are prepared with essential knowledge, skills and dispositions in their fields of specialization. Candidate learning reflects historical and contemporary knowledge, research, theory, and practice that meet the academic, personal, and social needs of their students. Professional programs are designed to reflect the current knowledge base and effective practices. Curricular coherence is strengthened through faculty study and dialogue on purpose, course content, and intended candidate learning outcomes. Goals and Outcomes The program endorses the interactive and critical pedagogical approach to teaching English as a second language , an approach through which language is presented and taught in meaningful contexts for the purpose of communicating. The principles that underlie successful ESOL/bilingual teacher education at ESU are: 1. People acquire a second language by understanding messages (comprehensible input). 2. Background knowledge can help make second language input more comprehensible, and can assist in acquiring the second language . 3. The development of literacy occurs in the same way as second language acquisition does. 4. Second language learners perform successfully in academic areas and acquire a high proficiency of language when their cultural and linguistic heritage is represented fairly in the curriculum. One of the most important features that underlies ESOL/bilingual teacher education is the appropriate use and support of the family literacy. The first language provides the following helpful components: 1. It supplies background knowledge, which makes English input more comprehensible. 2. It enhances the development of basic literacy. 3. It helps with the ability to use language to solve problems. Candidates preparing for a teaching field in English as a second language are expected to achieve the following major objectives and competencies: 1. Knowledge of general linguistics and applied linguistics so that he or she can apply to language teaching an understanding of the differences in the sound systems, forms, structures, and lexicon of English and other languages . 2. Knowledge of cross-cultural communicative competence and culture, from a critical perspective. 3. Knowledge of the process of (first and second) language acquisition and development. 4. Knowledge of present-day objectives of the teaching of English as a second language and of the methods and techniques for attaining these objectives. 5. Knowledge of specialized techniques and the ability to evaluate the effectiveness of teaching materials, procedures, and curricula, as well as the professional literature regarding teaching English as a second language. 6. Knowledge of the principles of language assessment and the ability to apply the techniques of second language assessment and to interpret the results. 7. Knowledge and skills to use a broad range of literacy methodologies, programs, and assessment tools for ESL learners to support the role of family literacy in second language acquisition. 8. Knowledge of the history and cultural patterns of the United States and the history and culture related to the candidate's second language. 9. The ability to adapt existing materials to the needs of students with exceptionalities. 10. The ability to relate successfully to students, parents, and community members of the appropriate culture group. 11. Knowledge of teaching methods and diagnostic and prescriptive activities which are appropriate for bilingual-multicultural teaching. 12. Knowledge of the history and philosophy of bilingualism and of bilingual and multicultural education. 13. The ability to utilize continuous language and content as part of the learning process and recognize potential linguistic and cultural process and cultural biases of existing assessment instruments and procedures. 14. The ability adapt the curriculum and contact appropriate linguistic analyses to make the academic content accessible to all students regardless of where they are in their second language development. View more details on Emporia State University . Ask your questions and apply online for this program or find other related Teaching courses.