Bachelor of ArtsEducation - English as a Second Language Education (K-12)

You’ll develop the skills and insights to become an effective English as a second language teacher (K-12) and lifelong learner through coursework in language and society, history and principles of the English language, second language acquisition, and assessment. You’ll gain knowledge and skills that are important for any teaching career as you take 62 to 66 credit hours towards a Bachelor of Arts degree, and the elementary education curriculum meets the Minnesota Department of Education requirements for a teaching credential (passage of standardized examinations of content and pedagogy are also required).

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Education - English as a Second Language Education (K-12) Curriculum Overview

Students who complete this major are eligible to apply to the Minnesota Department of Education for a teaching credential for grades K through 12 English as a second language. Passage of standardized examinations of content and pedagogy are also required.

Prerequisites from General Education
Course ID Course Name Credit Hours
PSY - 101 Introduction to Psychology 4

This course introduces the scientific study of behavior and mental processes. Psychological, behavioral, cognitive, humanistic, psychodynamic and social-cultural perspectives are explored. Topics such as scientific method, statistical reasoning, neuroscience, learning, cognitive processes, development, psychological adjustment, therapy, social psychology, diversity and community are studied.

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Grades K – 12 ESL Teaching Content Major: 16 credits
Course ID Course Name Credit Hours
ED - 290 Language and Society 4
ENG - 338 Hist & Prin of English Lang 2
ED - 348 Second Language Acquisition 4
ED - 485 Assessment of ESL Students 2
ED - 201 Foundations & Intro to Edu 3
PSY - 210 Child Psychology and Dev 4
PSY - 215 Child & Ad Dev Psy for K-12 Ed 4
ED - 336 Educational Psychology 3

This course examines the diverse nature of human language and the social factors that influence it such as culture, age, gender, social class, setting, topic, and identity. In its study of languages, dialects, codes, and society, the course attempts to foster multicultural understanding and to diminish American ethnocentrism.

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This course provides an introduction to the linguistic study of the English language, focusing in particular on English phonology, morphology and syntax. Also covered in the course will be the development of the English language over time and the relationship between language and society, including literature, dialects and registers of various English speakers and writers.

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This course examines both the cognitive aspects of second language acquisitions, and the social and cultural ones. The acquisition of the second language and the first language are compared and contrasted. The acquisition of language in a multilingual environment is explored.

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This course prepares the student to undertake testing of students who do not have English as a first language. The course will deal with both the knowledge needed to perform both formal and informal assessments that are meaningful as well as the skills necessary to administer and accurately interpret assessments for limited English proficient students in at least two languages.

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Concordia's teacher education program and its conceptual framework are introduced to students in this course. This course introduces students to the philosophical, historical, sociological, and legal foundations upon which current educational theory and practice is constructed. During the duration of the course students need to register for required MTLE Basic Skills Test (additional fee). A 15-hour field experience that satisfies a portion of the university's human relations requirement is included. Admission to Program is an outcome including development of efolio and admittance to program interview.

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A broad sketch of human growth and development is provided from the prenatal stages to the adolescent years. Developmental processes are studied from both a biological and social-cultural perspective to understand physical and perceptual development, cognition and language, personality and social development. Child studies of children at the studentsÀ projected levels of teacher certification are required. (Prerequisite: PSY101)

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This course will provide K through 12 educators an understanding of human growth and development from the prenatal stages through adolescence. Developmental processes are studied from both a biological and social-cultural perspective to understand physical and perceptual development, cognition and language, personality and social development. Child studies, examining various aspects of child and adolescent development, are required. (Prerequisite: PSY101)

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This course applies the basic principles of human development and behavior to the classroom situation. Emphasis is given to the teacher education conceptual framework, theoretical backgrounds in learning, and their application to the classroom. Topics include the characteristics of children, student variability, educational planning and instructional objectives, classroom management and assessment. A 15 hour field experience that satisfies a portion of the university's human relations requirement is included.

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Prerequisites to Student Teaching: 25 credits
Course ID Course Name Credit Hours
MAT - 330 Advanced Prob & Stats 4
ED - 342 Teaching Literacy 4
ED - 345 Effective Elementary Teacher 2
ED - 346 Effective Middle School Teach 2
ED - 347 Effective Secondary Teacher 2
ED - 382 Tchg. w/Linguistic Differences 3
ED - 389 ESOL Methods 4
ED - 439 The Inclusive Classroom 2
ART - 487 Art Education Capstone 2
KHS - 470 Health Education for Teachers 2
ED - 471 Student Teaching 4

This course is a Calculus-based look at Probability and Statistics. Assuming students have been exposed to the basics through an introductory course, this course will build upon that experience. Topics include an in depth investigations of probability, discrete and continuous random variables, parameter estimation, hypothesis testing, inference using the normal and binomial distributions, goodness of fit, regression and correlation, and ANOVA. The course will include a statistical software component. (Prerequisites: Minimum grade of C- in MAT145 and MAT110)

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The important connection between all the literacy skills: reading, writing, listening, thinking and speaking is addressed. An understanding of a balanced reading approach is emphasized. The approach includes methods of embedding a wide variety of children's literature in the classroom through literature circles, thematic units, reading and writing conferences, reading and writing workshops, process writing and authentic assessment. Teaching strategies for building comprehension, word recognition and word analysis skills are presented as well as appropriate developmental and instructional orientation to spelling, grammar and punctuation. (Prerequisite: admission to Teacher Education Program) Enrollment is concurrent with ED371 Teaching Practicum.

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Instructional methods and materials that have wide application to the elementary grade levels are examined. Particular emphasis is given to such topics as the decision-making inherent in teaching (CSP model), effective instruction (planning, critical presentation skills, student interest, motivation, and involvement, etc.) and effective classroom management. (Prerequisite: admission to Teacher Education Program) Enrollment is concurrent with ED371 Teaching Practicum.

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The historical, sociological, psychological and philosophical aspects of the middle school are studied. Discussion and activities focus on the purposes, functions and implications of the curriculum and the learner. Students explore middle school teaching practice and student learning in the classroom and current middle school organization and practice. (Prerequisite: admission to Teacher Education Program)

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This course provides a study of the purposes, history, philosophy, organization, operation, students, curriculum, teaching practices, and current problems of secondary schools in the United States. Emphasis is on the knowledge and skills necessary to teach effectively in a secondary school. (Prerequisite: admission to Teacher Education Program)

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This course builds on ED342 Teaching Literacy. In this course students will learn how to facilitate the development of the reading skills in two languages and the transference of the skill developed in one language to a second one. Particular attention will be paid to the specific problems of non-native English speakers learning to read English. SPED582 Graduate students will be required to complete additional reading and research.

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In this course students will become more aware of the nature of language, particularly of English and of how language is acquired/taught. The focus will be on the components of language teaching, as well as methodology and evaluation. Specific goals include students increasing their awareness of the grammar of English and learning to use reference grammars to answer questions; students understanding different approaches and methods to language teaching and incorporating them into a syllabus and/or lesson plans; students learning current basic theories of how language is acquired; students selecting and using materials and ready to teach language; and, students assessing English language proficiency and evaluating language performance.

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Prospective educators are introduced to legislation and practices related to the inclusion of students with unique learning needs into regular classrooms. Topics include the classroom teacher's role is assessing, developing, and implementing unique learning experiences and managing group and individual behaviors. A 15-hour field experience that satisfies a portion of the university's human relations requirement is included. (Prerequisite: upper level standing)

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This course aims to enable future art teachers to relate the general concepts of art education to specific teaching theories. Past and contemporary theories of art education are studied. In addition, historical approaches to art education are presented, as are a variety of artistsÀ philosophies on the nature of art. (Prerequisite: ED447 or consent of instructor)

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This course investigates personal and community health issues facing society and especially children. The National Health Education Standards and the Centers for Disease Control and Prevention (CDC) Priority Health Risk Behaviors are addressed. (Prerequisite: Admission to Teacher Education Program)

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Student teaching provides direct teaching experience for students to develop the understanding, skills, and dispositions necessary for implementing developmentally appropriate practices in classrooms for young children. Typically, students are assigned to work with two cooperating teachers in two different classrooms for one full semester. Seminars are held on campus and a capstone portfolio is required. (Birth-Grade 3 Practicum.)

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Requirements

Bachelor of Arts degrees at Concordia University, St. Paul consists of a major of typically 32 to 44 credits or two minors, general education courses, and elective courses totaling a minimum of 128 credits.

Meet Your Professors

Dr. Sally Baas Director of SEAT Program, Associate Professor of Education

Dr. Baas has devoted her teaching to preparing future educators for diversity in the classroom and developing teaching methods to best serve students of various ethnic backgrounds.

Diane Harr Assistant Professor of Special Education, Coordinator of Special Education and Chair of Undergraduate/Initial Licensure Programs

Harr coordinates and teaches in graduate special education programs and undergraduate criminal justice.

Donald Helmstetter, Ph.D. Director, Education Doctorate Programs

In addition to his administrative duties at Concordia, Dr. Helmstetter continues to teach leadership courses at the graduate and post-graduate level.

Lonn Maly Dean, College of Education & Science

Lonn Maly is a graduate of Concordia University who worked for 14 years as a teacher and a principal in Lutheran schools in Michigan and Southern California.

Mr. Jerry Robicheau Term Faculty of Education

Career Potential

You'll also have real opportunities to learn in a series of classes, field experiences, and student teaching opportunities that make for an effective blend of theory and practice. Because we design our teaching English as a second language program to be responsive to the exact needs of the marketplace, it will be a relevant degree if you’re considering a career teaching English as a second language within private or public elementary or secondary schools.

  • Public School ESL Teacher
  • Private School ESL Teacher

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