K-12 ESL Education Major
Teacher Education Department
Overview
ESL Education is a four-year program of study designed to equip graduates with the professional knowledge, skills, and dispositions of effective K-12 ESL teachers with a heart for serving others. In addition to fulfilling the requirements for the bachelor’s degree, teacher candidates seeking recommendation for an initial teaching license from the Iowa Board of Educational Examiners must complete all program completion and state licensure requirements.
Program Requirements
- Complete a minimum of 122.5 total credit hours.
- A minimum of 60 credit hours must be earned from Emmaus.
- All credit hours in some professional core courses, in all methods courses, and in student teaching must be earned from Emmaus because licensure competencies are assessed in these courses.
- Achieve a 2.0 minimum grade point in most professional core courses and a 3.0 minimum grade point in a few competency-based professional studies courses in the secondary education program.
- Achieve a 2.0 minimum grade point in each content major course in the secondary education program.
- Achieve a 2.5 minimum cumulative grade point average.
- Complete the general graduation requirements listed in the Academic Life section of the catalog.
- Meet course requirements in the following areas:
Bible/Theology (30.5 credits)
- Old Testament Survey 1 (BT 102)
- Old Testament Survey 2 (BT 104)
- New Testament Survey (BT 106)
- Introduction to Biblical Interpretation (BT 120)
- Survey of Doctrine (BT 151)
- Biblical Hermeneutics (BT 220)
- Praxis of Interpretation (BT 320)
- Biblical and Practical Theology of Transformation (BT 352)
- Two of the following Theology Electives (6 credits):
- God, Creation, and Sin (BT 221)
- Christ, Holy Spirit, and Salvation (BT 321)
- Church and Final Things (BT 331)
- Servant Leader Training Seminar (CCS 115)
- Servant Leader Training (CCS 120)
- Chapel (CCS 110)
General Studies (37 credits)
- Fundamentals of Speech (COM 112)
- Educational Technology (CS 240)
- English Composition (ENG 101)
- Introduction to Literature (ENG 102)
- Linguistics and English Phonetics (ESL 205)
- Transitions Seminar (FND 101)
- Senior Seminar (FND 410)
- Western Civilization 2 (HIS 132)
- Christian Life and Worldview* (HUM 111)
- College Mathematics (MAT 140)
- Developmental Psychology (PSY 211)
- Educational Psychology (PSY 351)
- Introduction to Human Biology and Lab (SCI 241/242 or Introduction to Earth Science and Lab (SCI 230/231)
- Sociology Elective (SOC 314 or SOC 330)
*meets Bible-Related requirement
Professional Studies in ESL Education (49 credits)
- Introduction to Education (ED 106)
- Field Studies (ED 194)
- Children’s Literature (ED 203) or Adolescent Literature (ED 216)
- Introduction to Exceptionalities (ED 231)
- Field Studies (ED 294)
- Field Studies (ED 295)
- Methods, Management, and Assessment of K-8 Reading (ED 301)
- Teaching Diverse Learners in K-12 Contexts (ED 311)
- Instructional Design and Differentiation in Secondary Schools (ED 332)
- Field Studies (ED 394)
- Teaching Practicum 1 (ED 395)
- Content Area Literacy (ED 420)
- Student Teaching (ED 491 and 492)
- Teaching Practicum 2 (ED 495)
- Student Teaching Seminar (ED 499)
- English Grammar (ENG 320)
- Introduction to TESOL (ESL 210)
- English Language Skills 1 (ESL 304)
- English Language Skills 2 (ESL 422)
- Teaching English Language Learners in K-12 Contexts (ESL 430)
Electives (6 credits)
Professional Standards and Learning Outcomes
The teacher candidate will successfully demonstrate the requisite professional knowledge, skills, and dispositions in each of the following outcomes:
The Learner and Learning
- Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Content
- Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
- Standard # 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
- Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession
Through this program, I gained experiences both student teaching at different public schools and serving in ministries as an ESL teacher. This major prepares you to receive your teaching license so that you can serve at an accredited school or in an ESL ministry. I am now working at a Christian international school in Singapore, and I am enjoying serving my students, their families, and my colleagues through my profession.
Juwhee An
Educator
Program Planner
Get a detailed look at the 4 year course plan for the K-12 ESL Education major.