Catalog 2009-2010
Lewis & Clark
Graduate School of Education and Counseling
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ESOL/Bilingual Education Endorsement Program
Designed for educators holding an Oregon teaching license, Lewis & Clark's ESOL/Bilingual Education Endorsement Program explores the principles, theories, research, and practices relevant to the needs of students acquiring English as a second or additional language. To meet the needs of professionals, we offer program courses in the evenings, on weekends, during the summer, and, in some cases, at school sites. Candidates join colleagues and Lewis & Clark faculty to engage in small classes for dialogue, study, and field experiences that address the full complexity of cultural and linguistic diversity and of academic and social inclusion of immigrant students.
Graduates of Lewis & Clark's ESOL/Bilingual Endorsement Program enter schools prepared to:
- Support their students' English language development through content and literature studies as well as direct language instruction.
- Develop and adapt content-specific curriculum for diverse classroom populations.
- Employ innovative teaching methodologies and instructional strategies that respond to student needs in the mainstream classroom and beyond.
- Utilize assessment principles appropriately.
- Partner with families to build strong ties between the school and the diverse racial, cultural, and linguistic communities it serves.
- Lead their school community in the establishment of collaborative learning environments that support high levels of success for all students and ensure justice for all students and for their families.
Endorsement coursework is degree-applicable and may be pursued in conjunction with a master's degree or a Continuing Teaching License.
A bilingual assessment is available for those candidates seeking to earn the bilingual component of the ESOL/Bilingual Endorsement (if a candidate does not pass this assessment, he or she will earn the ESOL endorsement only). A cadre of native and near-native speaker specialists in targeted languages assess bilingual candidates in a written and oral examination. The reading and writing portion of the exam assesses language necessary for teaching academic content as well as understanding cultural practices specific to that language. The oral portion of the exam assesses the candidate's ability to discuss content-area subjects, explain instructional practices, and interact appropriately with adults from the language community.
Endorsement Requirements
14 semester hours, including practicum
Passing score on the ORELA:ESOL subject-area exam. Prior to September 1, 2009, a passing score on the Praxis II ESOL subject-area exam may be used in place of the ORELA.
Required Courses
ESOL 500/600 Historical and Legal Foundations of Educating ESOL/Bilingual Students, 3 semester hours
ESOL 501/601 Strategies and Materials for Teaching Content and Literacy to ESOL/Bilingual Students, 3 semester hours
ESOL 502/602 Focus on Culture and Community in Teaching ESOL/Bilingual Students, 3 semester hours
ESOL 505/605 ESOL/Bilingual Practicum, 2 semester hours
ESOL 507/607 Language Acquisition and Development, 3 semester hours including early childhood practicum
Summer Studies - ESOL Endorsement
Over the course of two summers, licensed educators may undertake degree-applicable coursework for a graduate endorsement ESOL/Bilingual Education, which may be pursued in conjunction with a master's degree or a Continuing Teaching License. Summer studies coursework is offered in four- to six-week blocks of full-time study.
ESOL 500/600 - Historical and Legal Foundations of Educating ESOL/Bilingual Students
Examination of the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological, social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Explores the distinction between language difference and disabilities and provides an overview of legal issues pertaining to second-language learners and special and gifted education students. Also provides critical reading of research-based programs, English-language proficiency standards, and standardized test measures. Ensures that educators are not only able to plan and implement programs designed for the optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.
Prerequisite: None.
Credit: 3 semester hours.
ESOL 501/601 - Strategies and Materials for Teaching Content and Literacy to ESOL/Bilingual Students
How and whys of content-learning approaches such as sheltered English, integrated language teaching, applications of language experience, whole language, and cooperative learning for second-language learners. Provides grounding in the relationship between first- and second-language literacy, oral language proficiency, and culturally responsive reading comprehension. Explores materials, literacy teaching approaches, classroom organization, formal and alternative assessment measures, technology integration, and the alignment of curriculum models with English-language proficiency levels. Participants critically examine curriculum models, community resources, and content in relation to student experience.
Prerequisite: ESOL 502/602, ESOL 507/607 or LA 500/634 or ED 529.
Credit: 3 semester hours.
ESOL 502/602 - Focus on Culture and Community in Teaching ESOL/Bilingual Students
Understanding the student within the context of his or her environment. The first part of the course focuses on cultural factors that influence learning and their implications for instruction. The latter part of the course examines the involvement of significant individuals in a child's academic programs and explores barriers to family involvement. Introduces cross-cultural pre-referral screening tools for gifted and special-needs English-language learners. Participants develop strategies for establishing positive school, family, and community partnerships and explore tools for combating racism and bias in schools.
Prerequisite: None.
Credit: 3 semester hours.
ESOL 505/605 - ESOL/Bilingual Practicum
Apprenticeship to a mentor who teaches in ESOL, bilingual, or sheltered English classrooms or is an ESOL/bilingual consultant teacher. Practicum interns work with individuals as well as small and large groups to practice teaching students who are acquiring English as a second language.
Prerequisite: ESOL 501/601, ESOL 502/602, and ESOL 507/607 or LA 500/634 or ED 529.
Credit: 2 semester hours.
ESOL 507/607 - Language Acquisition and Development
Theories of first- and second-language acquisition (written and spoken), including the relationship between the first language and the acquisition of other languages, and the relationship of language to cognitive development. Introduces formal and informal language assessment tools, and English-language proficiency standards. Provides an understanding of language acquisition and development as it is used to promote school environments that honor diverse perspectives, maximize language-learning potential, and ensure respect for communities whose languages or varieties differ from standard school English. Also listed as ED 529, LA 500/634.
Prerequisite: None.
Credit: 3 semester hours.