Post-Master's Advanced Certificate in TESOL (21 cr./ 3 semesters)
With Initial Certification to Teach ENL (also called ESL) in the NYS Public School System (All Grades)
Program Code 879
- Applicants must hold a current, valid New York State (NYS) initial or professional (permanent) teaching certificate in any area; must have earned a master's degree; must have achieved a minimum cumulative GPA of 3.0 in their master's degree program; must submit their Graduate Record Examination scores.
- An interview may be requested.
- Applicants whose first language is not English and who do not hold an undergraduate or graduate degree from an accredited American institution of higher education must submit proof of having passed the Test of English as a Foreign Language (TOEFL) with the following minimum scores: 600 (paper-based test), 250 (computer-based test), 100 (Internet-based test).
- Application deadline: April 1
- Admitted students may begin their studies in the Summer Session. They must make an appointment with the Program Director by the end of their first Fall semester for advisement (Program of Study and certification requirements).
- A maximum of 6 credits of transfer is allowed
Course Work Requirements
LCD 701. Introduction to Linguistics. 3 hr.; 3 cr. Structural aspects of language most relevant to the ESL and/or literacy teacher. (Summer; Fall)
LCD 702. Teaching English Sentence Structure I. 3 hr.; 3 cr. Prereq. or coreq.: LCD 701. Introduction to the grammar of English and applications to teaching ESL, Part I. (Summer; Fall)
LCD 706. Bilingualism. 3 cr.; 3 hr. Prereq. or coreq.: LCD 701. Sociolinguistic and psycholinguistic properties of bilingualism, legal history, and educational foundations of bilingual education. Bilingual education will be compared to other approaches. An emphasis is placed on the implications of bilingualism for ESL and/or literacy teachers. (Summer; Fall)
LCD 712. Multiple Literacies in TESOL. 3 hr.; 3 cr. Prereq. or coreq.: LCD 741. This course provides a strong background in the teaching of the multiple literacies that English language learners need to thrive in today=s technologically changing society. The class explores the teaching of traditional alphabetic literacy skills involved in the English Language Arts. It also prepares students for instruction in emerging forms of communication, including media literacy, information literacy, and information technology. Components include assessment, methods, and materials development. (Spring)
LCD 740. Second Language Acquisition and Teaching. 3 hr. plus 25 hr. of fieldwork; 3 cr. Prereq. or coreq.: LCD 701. Introduction to the linguistic and pedagogical theories and methods of teaching ESL. There is a field experience requirement at various school settings in conformity with New York State certification requirements. Classes may sometimes be held at these off-campus locations. (Summer; Fall)
LCD 741. Methods and Materials of TESOL: Listening, Speaking, Reading, Writing. 3 hr. plus 25 hr. of fieldwork tutorial plus 10 full days of student teaching; 3 cr. Prereq.: LCD 702 and 740. This course is a comprehensive review of the methods and materials used in TESOL/ESL classes to teach the four language skills: listening, speaking, reading, and writing. The class covers how to adapt methods and materials to suit learner populations of different ages and at varying levels of English proficiency. The role of instructional technology (e.g. audiovisual, multimedia, computers in ESL instruction) will also be addressed. There is a field experience requirement at various school settings and a supervised student teaching requirement in ESL classes at either the elementary or secondary level. Classes may sometimes be held at these off-campus locations. (Spring)
LCD 742. Methods and Materials of TESOL: The Content Areas. 3 hr. plus 10 full days of student teaching; 3 cr. Prereq.: LCD 741. In this course students learn the principles and practices for TESOL/ESL through academic content areas such as mathematics, science, social studies, and language arts. Readings, model lessons, and authentic materials are used to examine the theoretical issues involved and apply them to teaching practices for ESL learners at the elementary and secondary levels. There is a supervised student teaching requirement in ESL classes. (Fall)