North Park University - Chicago North Park University - Chicago

Colleges and Schools

Combined Bilingual/ESL Endorsement

This combined credential will allow you earn both bilingual and ESL endorsements. The program combines the ESL endorsement coursework with an additional two courses from the bilingual endorsement. This credential is excellent preparation for teaching in our nation’s increasingly diverse learning communities.

More and more school districts are requiring teachers to obtain an ESL endorsement. North Park’s combined endorsement program will give you the added advantage of gaining experience in bilingual education theory and practice, allowing you to serve as an effective teacher in both ESL and bilingual classroom settings.

North Park gives you the opportunity to earn this combined endorsements if you are fluent in a language approved by the Illinois State Board of Education. You’ll gain hands-on classroom experience in ESL and bilingual settings; explore the relationship between language and society; understand the basic principles of linguistics; learn assessment techniques of ESL and bilingual students; build a personal framework for teaching a second language; and examine multicultural and socioeconomic activity.

Our program will help you meet the requirements for earning each endorsement: a valid professional Illinois teacher license; bilingual clinical experience totaling 100 clock hours, or three months, teaching experience in ESL programs; successful completion of a language exam in the non-English language to be taught; and credits totaling 24 semester hours from among the course topics we offer.

Courses

Academic Catalog

Eight classes are required for the combined bilingual/ESL endorsement. These coursesare available to both undergraduate and graduate students; undergraduate course are 3000-level, graduate courses are 5000-level. Click on acourse title below to read the description for that class.

Introduction to the basic principles of linguistics, the study of human language. Origins of language; what it means to know a language; comparisons of the difficulty levels of different languages; how children acquire language and common threads that may connect languages will be explored.

Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.

Philosophical and theoretical considerations for teaching a second language. An explanation of theories as well as comparisons among the different theories of teaching a second language will be explored. The student will build a personal framework for teaching a second language. Kindergarten through high school student populations will be the focus of attention including design and sequencing of ESL courses.

Assessment techniques of ESL students. Different types of assessment instruments, the theoretical viewpoints of these instruments, and testing procedures in general will be discussed. Assessment of all levels of proficiency and grade levels will be considered.

Introduction to the various methods of teaching a second language in K-12 based on the philosophies and theories that were presented in 3603. Strategies used when working with ESL or second language students and exposure to the issues of multicultural diversity and socioeconomic diversity.

This course provides the current research and theories forming the foundation of bilingual education. It examines and reviews the historical, legal, philosophical, theoretical, pedagogical, and political issues concerning bilingual education programs in the United States. It also analyzes the linguistic, psychological, social, and cultural underpinnings of current practices in the field and cultivates multicultural perspectives.

This course introduces various models, philosophies, and theoretical underpinnings of bilingual education for language minority students. It provides and prepares the participants with the theoretical basis, methods, and techniques needed for effective teaching in bilingual/bicultural classrooms.

The purpose of this course is to observe and assist a teacher in an ESL school setting for a minimum total of 100 clock hours. The requirements for this course may also be met through verification of three months of teaching experience with ESL students. Only those who have verification by a principal or other administrators of three months of teaching ESL students prior to entering the program may take this for no credit. To be taken at the end of the five-course ESL sequence.

Introduction to the basic principles of linguistics, the study of human language. Origins of language, what it means to know a language, comparisons of the difficulty levels of different languages, how children acquire language, and common threads that may connect languages will be explored.

Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.

Philosophical and theoretical considerations for teaching a second language. An explanation of theories as well as comparisons among the different theories of teaching a second language will be explored. The student will build a personal framework for teaching a second language. Kindergarten through high school student populations will be the focus of attention, including design and sequencing of ESL courses.

Assessment techniques of ESL students. Different types of assessment instruments, the theoretical viewpoints of these instruments and testing procedures in general will be discussed. Assessment of all levels of proficiency and grade levels will be considered.

Introduction to the various methods of teaching a second language in K-12 based on the philosophies and theories presented in 5603. Strategies used when working with ESL or second language students and exposure to the issues of multicultural diversity and socioeconomic diversity.

This course provides the current research and theories forming the foundation of bilingual education. It examines and reviews the historical, legal, philosophical, theoretical, pedagogical, and political issues concerning bilingual education programs in the United States. It also analyzes the linguistic, psychological, social, and cultural underpinnings of current practices in the field and cultivates multicultural perspectives.

This course introduces various models, philosophies, and theoretical underpinnings of bilingual education for language minority students. It provides and prepares the participants with the theoretical basis, methods and techniques needed for effective teaching in bilingual/bicultural classrooms.