Graduate Academic Learning Compacts

Year: 2007-2008
College: Education and Human Services
Department: Foundations & Secondary Educ
Major: Secondary Education
Concentration: Tch English as Second Language

Mission Statement:

Language minority students are the fastest growing group in schools in the United States and may comprise as much as 35% of all school children under the age of 16 of Hispanic origin. The largest group of language minority children in the United States is children of Spanish-speaking parents. In Florida, there are additionally large populations of Haitian/Creole, Vietnamese, Bosnia, Russian and Arabic speakers from various countries. In order to provide these children with the education to which they are entitled, it is necessary that teachers are aware of the issues that concern them and are well qualified to teach them. Therefore, the Master of Education, Secondary Education degree program for Teaching English as Second Language seeks to increase the number of qualified teachers needed in both public K-12 educational system and post-secondary institutions. In addition, the 18 credits hours in ESOL, included in the program, lead to obtaining an ESOL Endorsement and satisfies the requirements of the Southern Association of Colleges and Schools for post secondary teaching. The ESOL courses incorporate the 25 ESOL standards and competencies required by the State Department of Education and center upon competence in teaching linguistically diverse student populations. The program's curricula include providing the students with information on theories, principles, research and instructional practices related to first and second language acquisition. The students are exposed to an array of innovative methods that been proposed for teaching English as a Foreign Language (EFL) or as a second language (ESL). Therefore, the strategies, techniques, and methodologies used for the acquisition of a second language are addressed. In the Applied Linguistics course, the students are required to explore and understand the process of language learning and development and to acquire a greater understanding of the structure of English from a modern day linguistic perspective. They are also required to analyze the structure of English in contrast with the languages of the targeted population in a given class. Throughout the program, major emphasis is placed on providing students with information on the dimensions of cross cultural knowledge of language, language in contact, social class, exceptionality, language differences based on gender and age, differences in gender roles, body language, surface and deep culture, linguistic diversity and their implications for educational policy, curriculum and methodology. Another area of emphasis is ESOL assessment as it plays a major role in schools today. More specifically, the Florida META Consent Decree mandates that children, who have been identified as needing ESOL services, be assessed at entry to ESOL programs, during their placement in the programs, and upon exit to the programs for as long as two years. Therefore this program requires that all students can accurately evaluate various assessment instruments and determine appropriate uses for limited English children and adults.
Student Learning Outcomes:

    
Outcome:   


Examine in-depth and become familiar with characteristics of one's own culture and how this influences interactions with and expectations for ESOL students.



    
Outcome:   


Identify the significant features of morphology, syntax, phonology, and semantics that interfere with the understanding of listening, speaking, reading, and writing English among students of diverse language backgrounds.



    
Outcome:   


Evaluate ESOL curricula materials and resources in order to develop and modify materials for ESOL instruction.



    
Outcome:   


Apply theories of language learning and first and second language acquisition to the development of instructional objectives for ESOL students.



    
Outcome:   


Analyze and evaluate assessment instruments use for diagnosis, placement, and evaluation of English Second Language Learners.


Curriculum Map:

Assessment Approaches:

The program's curricula include providing the students with information on theories, principles, research and instructional practices related to first and second language acquisition. The students are exposed to an array of innovative methods that been proposed for teaching English as a Foreign Language (EFL) or as a second language (ESL). Therefore, the strategies, techniques, and methodologies used for the acquisition of a second language are addressed. In the Applied Linguistics course, the students are required to explore and understand the process of language learning and development and to acquire a greater understanding of the structure of English from a modern day linguistic perspective. They are also required to analyze the structure of English in contrast with the languages of the targeted population in a given class. Throughout the program, major emphasis is placed on providing students with information on the dimensions of cross cultural knowledge of language, language in contact, social class, exceptionality, language differences based on gender and age, differences in gender roles, body language, surface and deep culture, linguistic diversity and their implications for educational policy, curriculum and methodology. Another area of emphasis is ESOL assessment as it plays a major role in schools today. More specifically, the Florida META Consent Decree mandates that children, who have been identified as needing ESOL services, be assessed at entry to ESOL programs, during their placement in the programs, and upon exit to the programs for as long as two years. Therefore this program requires that all students can accurately evaluate various assessment instruments and determine appropriate uses for limited English children and adults.