Graduate Catalog

ESOL/Bilingual Education

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 and students learning in a language other than English. To meet the needs of professionals, we offer program courses in the evenings, on weekends, during the summer, on-line and, in some cases, at school sites. Candidates join colleagues and Lewis & Clark faculty to engage in 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.

Graduates 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.

Bilingual Component

For candidates seeking to earn the bilingual component of the ESOL/Bilingual endorsement an additional assessment is required. Native and near-native speaker specialists in targeted languages assess bilingual candidates through an exam. The reading and writing portion of the exam assesses language necessary for teaching academic content. The oral portion of the exam assesses the candidate's ability to discuss content-area subjects, explain instructional practices, and interact appropriately with adults in the community.

Accreditation

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 or who hold Basic or Standard Teaching Licenses 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. (Students choose whether to complete the endorsement requirements at the early childhood/elementary or the middle level/high school authorization levels.)

Track I Endorsement Requirements

14 semester hours, distributed as follows, and all required tests:

Track I Required Courses
ESOL 500/​ESOL 600Historical and Legal Foundations of Educating ESOL/Bilingual Students3
ESOL 501/​ESOL 601Strategies and Materials for Teaching Content and Literacy to ESOL/Bilingual Students3
ESOL 502/​ESOL 602Focus on Culture and Community in Teaching ESOL/Bilingual Students3
ESOL 505/​ESOL 605ESOL/Bilingual Practicum (Early Childhood/Elementary)2
or ESOL 506/​ESOL 606 ESOL/Bilingual Practicum (Middle-Level/High School)
ESOL 507/​ESOL 607Language Acquisition and Development3

Track II

Track II is open only to students currently enrolled in a Lewis & Clark teacher education preservice program, who will complete part of the endorsement requirements during their preservice program. Track II does not lead to the Continuing Teaching License. Students complete the endorsement requirements at either the early childhood/elementary or the middle level/high school authorization levels, based on which M.A.T. preservice program they are enrolled in.

Track II Endorsement Requirements

A minimum of 12 semester hours, distributed as follows, and all required tests:

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:
ESOL 540Culturally Responsive Teaching and Learning in the Classroom2
or ESOL 598 Special Studies: New or Experimental Courses

The following Track II courses should be taken after successful completion of ED 543 Middle-Level/High School Field Experience III or ED 516 Early Childhood/Elementary Field Experience III in a preservice M.A.T. program at Lewis & Clark:

ESOL 507/​ESOL 607Language Acquisition and Development3
ESOL 500/​ESOL 600Historical and Legal Foundations of Educating ESOL/Bilingual Students3
ESOL 505/​ESOL 605ESOL/Bilingual Practicum (Early Childhood/Elementary)2
or ESOL 506/​ESOL 606 ESOL/Bilingual Practicum (Middle-Level/High School)

Continuing Teaching License

Teachers holding an Oregon Initial I or II 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:

  1. You have been admitted to and complete the required course work, portfolio, and practica in one of the above-listed endorsement programs
  2. You have completed all requirements of the Initial I and the Initial II licenses
  3. 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 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).

Testing Requirements

The following test must be passed in order to be eligible for a recommendation by Lewis & Clark for the ESOL or ESOL/Bilingual endorsement in any state. Detailed information regarding the point in the program by which this test must be passed is available in the program handbook. The required test is: 

(Test scores from the ORELA: ESOL test will be accepted if taken and passed from September 1, 2009 – September 1, 2012 or from the PRAXIS II: Teaching ESL test (#20360) if taken and passed prior to September 1, 2009.)

Students in the ESOL/Bilingual track must also successfully pass a Lewis & Clark language assessment in order to be recommended for the "bilingual" portion of the endorsement.

Students may view completed tests, including scores, by logging into their WebAdvisor account.

Track I Courses

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

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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.

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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.

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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.

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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.

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

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 501/601 or ESOL 535.
Credits: 2 semester hours.

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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 Course

Note: Some Track II courses are embedded in the preservice M.A.T. program (ESOL 535A, ESOL 535B, and ESOL 540/ESOL 598)  and are offered on campus only. The rest of the courses are offered on campus, off campus, and online (ESOL 500, ESOL 505, ESOL 506, and ESOL 507). 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.

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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.

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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.

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

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 501/601 or ESOL 535.
Credits: 2 semester hours.

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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.

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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.

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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.

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ESOL 540 Culturally Responsive Teaching and Learning in the Classroom

Content: This course focuses on culturally responsive ways in which graduate students' culture and race intersect with diverse students and families in the context of school and community. Class content centers on key elements impacting teaching and learning, including race, culture, and language, which will be examined through the lens of classroom practice, school engagement, and community resources that support student and family assets. Through readings, documentary film, and visits to schools and community centers students gain knowledge about the lived reality of racially, culturally, and linguistically diverse students and families. Students develop strategies to work with significant people in the child's environment in order to support and encourage success in schools. Participants examine barriers to family involvement and learn strategies to encourage the development of positive working relationships between home and school. Topics for readings and discussion include, race, socio-economics, language, social and cultural capital, language, and immigration.
Prerequisites: None.
Credits: 2 semester hours.

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ESOL 598 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.