ESOL/Bilingual Education

Graduate Catalog

Overview
Endorsement
Continuing License
Courses
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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.

Completers 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 the needs of English learners in the mainstream classroom and beyond.
Utilize assessment principles that measure language and content.
Partner with families to build strong ties between the school and the diverse racial, cultural, and linguistic communities they serve.
Lead their school community in the establishment of collaborative learning environments that support high levels of success for English learners and ensure justice for students and for their families.

An additional assessment is required for those seeking to earn the bilingual component of the ESOL/Bilingual endorsement. 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 in Spanish. 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.

Licensing Agencies

Lewis & Clark's graduate programs leading to licensure and endorsement are approved under the National Council for Accreditation of Teacher Education (NCATE) and the Oregon Teacher Standards and Practices Commission (TSPC).

ESOL/Bilingual Education Endorsement

There are two pathways for students interested in completing the requirements for an Oregon TSPC-approved ESOL/Bilingual endorsement.

Track I

Track I is for those who are seeking their Continuing Teaching License and who are currently working in schools as licensed teachers. Students in Track I may pursue their endorsement in conjunction with the M.Ed. in Curriculum and Instruction degree at Lewis & Clark, or other master's degree programs for inservice teachers.

Track I Endorsement Requirements

14 semester hours, including practicum
Passing score on the ORELA: ESOL subject-area exam (through June 2012) or the NES: ESOL subject-area exam (after September 2012)

Track I Required Courses

ESOL 500/ESOL 600	Historical and Legal Foundations of Educating ESOL/Bilingual Students	3
ESOL 501/ESOL 601	Strategies and Materials for Teaching Content and Literacy to ESOL/Bilingual Students	3
ESOL 502/ESOL 602	Focus on Culture and Community in Teaching ESOL/Bilingual Students	3
ESOL 505/ESOL 605	ESOL/Bilingual Practicum (Early Childhood/Elementary)	2
or ESOL 506/ESOL 606	ESOL/Bilingual Practicum (Middle-Level/High School)
ESOL 507/ESOL 607	Language Acquisition and Development	3

Track II

Track II is open only to students currently enrolled in a Lewis & Clark teacher education preservice program, who want to complete part of the endorsement requirements during their preservice program. Track II does not lead to the Continuing Teaching License.

Track II Endorsement Requirements

A minimum of 12 semester hours, including practicum
Passing score on the ORELA: ESOL subject-area exam (through June 2012) or the NES: ESOL subject-area exam (after September 2012)

Track II Required Courses

The following Track II courses are taken in conjunction with a MAT preservice program:

ESOL 535A English Language Learners: Theory (1 s.h.)
ESOL 535B English Language Learners: Theory in Practice (1 s.h.)
One of the following:

CORE 505	Immigrants in the United States: Opportunities and Challenges	2
or CORE 568	Tapping Community Resources to Support Minority Populations
or ESOL 502	Focus on Culture and Community in Teaching ESOL/Bilingual Students

Note: ESOL 502 taken if student does not take either CORE 505 or CORE 568 during preservice program. ESOL 502 can only be taken after preservice student teaching experience is complete.

The following Track II courses should be taken after successful completion of ED 546 Classroom Teaching and Learning III (Middle-Level/High School) or ED 516 Classroom Teaching and Learning III (Early Childhood/Elementary) in a preservice M.A.T. program at Lewis & Clark:

ESOL 507/ESOL 607	Language Acquisition and Development	3
ESOL 500/ESOL 600	Historical and Legal Foundations of Educating ESOL/Bilingual Students	3
ESOL 505	ESOL/Bilingual Practicum (Early Childhood/Elementary)	2
or ESOL 506	ESOL/Bilingual Practicum (Middle-Level/High School)

Continuing Teaching License

Teachers holding an Initial I or II Oregon teaching license and who are seeking the Continuing Teaching License may earn the continuing license by completing the requirements of an endorsement program. The requirements for the Continuing Teaching License are embedded in the following endorsement programs:

By applying to an endorsement program, you are automatically applying to our Continuing Teaching License program. If you successfully complete one of the above endorsement programs, Lewis & Clark will recommended you to the Oregon Teacher Standards and Practices Commission (TSPC) for both the endorsement and an Oregon Continuing Teaching License, if the following conditions have been met:

You have been admitted to and complete the required course work, portfolio, and practica in one of the above-listed endorsement programs
You have completed all requirements of the Initial I and the Initial II licenses
You hold a master's degree or higher in the arts and sciences or an advanced degree in the professions

Please note that:

Applicants to TSPC for the Continuing Teaching License are required to have taught five years of at least half-time or more on any non-provisional license appropriate for the assignment; and
The NES/ORELA or PRAXIS II subject area test, or the appropriate TSPC-approved alternative assessment, is required in order to apply to TSPC for the endorsement. No tests are required by TSPC for the Continuing Teaching License, but since the license requirements are embedded in endorsement programs at Lewis & Clark, all endorsement candidates will need to complete the appropriate required tests regardless. For details, please view the particular endorsement program page (links above).

Track I Courses

Note: The following courses are offered on campus only. Each course listed below has an off-campus equivalent with a 600-level number. You can find the full list of all courses (on campus and off) on the Department of Education courses page in this catalog.

ESOL 500 Historical and Legal Foundations of Educating ESOL/Bilingual Students

Content: 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.
Prerequisites: None.
Credits: 3 semester hours.

ESOL 501 Strategies and Materials for Teaching Content and Literacy to ESOL/Bilingual Students

Content: 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.
Prerequisites: ESOL 507/607 or LA 500/634.
Credits: 3 semester hours.

ESOL 502 Focus on Culture and Community in Teaching ESOL/Bilingual Students

Content: 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.
Prerequisites: None.
Credits: 3 semester hours.

ESOL 505 ESOL/Bilingual Practicum (Early Childhood/Elementary)

Content: Apprenticeship to a mentor who works in a classroom that requires the ESOL endorsement. Practicum may be conducted in a variety of classrooms, such as English as a Second Language (ESL), bilingual, or English Language Development (ELD). Practicum interns work with individuals as well as small and large groups to practice teaching students who are acquiring English as a second language.
Prerequisites: ESOL-535A and ESOL 535B or ESOL 501/601.
Credits: 2 semester hours.

ESOL 506 ESOL/Bilingual Practicum (Middle-Level/High School)

ESOL 507 Language Acquisition and Development

Content: Theories of how first and second languages (written and spoken) are acquired, the importance of first-language development and its relationship to the acquisition of other languages, and the relationship of language to cognitive development. Understanding of these issues is used to promote a school environment that honors diverse perspectives and maximizes language learning potential and ensures respect for communities whose languages or varieties of English differ from standard school English. Required for the Reading and ESOL/Bilingual Education endorsements. The initial course in the Reading Endorsement sequence and recommended preparation for other language arts offerings.
Prerequisites: None.
Credits: 3 semester hours.

Track II Courses

ESOL 502 Focus on Culture and Community in Teaching ESOL/Bilingual Students

ESOL 505 ESOL/Bilingual Practicum (Early Childhood/Elementary)

ESOL 506 ESOL/Bilingual Practicum (Middle-Level/High School)

ESOL 535A English Language Learners: Theory

Content: This course is designed to prepare pre-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: None.
Restrictions: Enrollment in a preservice teacher education program.
Credits: 1 semester hour.

ESOL 535B English Language Learners: Theory in Practice

Content: This course is designed to prepare p-K-12 preservice teachers for meeting the linguistic and academic needs of English Language Learners by providing an overview of language acquisitions theory and program components. Teachers will also identify resources (personnel and materials) to effectively serve linguistically diverse populations.
Prerequisites: ESOL 535A.
Credits: 1 semester hour.

CORE 505 Immigrants in the United States: Opportunities and Challenges

Content: Through research on immigration, documentary film, and interviews, teachers and counselors gain knowledge and understanding about the diverse experiences and lived reality of first- and second-generation immigrants in the United States today. Topics for discussion include acculturation, identity, language, social and cultural capital, economics, and transnational movement.
Prerequisites: None.
Credits: 2 semester hours.

CORE 568 Tapping Community Resources to Support Minority Populations

Content: Counselors and educators explore the impact of complex factors such as culture, race, and ethnicity on schools and communities. Utilizing current research and culturally responsive approaches, topics include the achievement gap, access-to post-secondary options, and professional journeys. Strategies include best practices, critical self-reflection, and establishing supportive networks to nurture our work. The course includes additional off-campus community-based activities.
Prerequisites: None.
Credits: 2 semester hours.

2012-13 Current Edition