Catalog Version

Summer/Autumn 2013
Catalog update:
May 15, 2013

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Students are required to follow the Academic Handbook and Code of Student Responsibility

Requirements for Primary Grades English as a Second Language Endorsement

Persons seeking this endorsement must have a total of 18 semester hours of coursework required below and meet the other requirements:

  • A valid Illinois teaching license.
  • ESL clinical experience equal to 100 clock hours or three months teaching experience with ESL students.
  • Credits totaling 18 semester hours distributed among the following course areas.
    • Linguistics
    • Theoretical Foundations of Teaching ESL
    • Assessment of the Bilingual Student
    • Methods and Materials for Teaching ESL
    • Cross-Cultural Studies for Teaching Limited-English-Proficient Student

Requirements for Primary Grades Bilingual Endorsement

Persons seeking this endorsement must have a total of 18 semester hours of coursework required below and meet the other requirements:

  • A valid Illinois teacher license.
  • Bilingual clinical experience totaling 100 clock hours or three months teaching experience in bilingual programs.
  • Successful completion of a language examination in the non-English language to be taught.
  • Credits totaling 18 semester hours distributed among the following course areas:
    • Foundations of Bilingual Education
    • Assessment of Bilingual Students
    • Methods and Materials for Teaching Limited-English-Proficient Students in Bilingual Programs
    • Cross-Cultural Studies for Teaching Limited-English-Proficient Students
    • Methods and Materials for Teaching English as a Second Language

To receive a bilingual or ESL  teacher endorsement, you may apply as part of the degree process or if you are not seeking a degree you must apply directly to ISBE.   

Once admitted to the Bilingual/ESL Early Childhood endorsement program, students should follow the sequence of courses listed below, grade of C or better required in all courses :

Endorsement Application

Individuals must submit an application directly to the Illinois State Board of Education (ISBE) upon successful completion of the required coursework and licensure tests.  All individuals must meet ISBE requirements at the time of application.  Requirements are subject to change per the discretion of ISBE. 

BBE 408

BILINGUAL EARLY CHILDHOOD DEVELOPMENT THEORETICAL FOUNDATIONS

This course is designed to equip bilingual and second language teachers with the knowledge and philosophy to work effectively in the education of early childhood language minority students in the context of bilingual/ESL programs. The course will explore the historical, political and legal foundations of bilingual education programs in the United States. It will examine different models of bilingual programs and the psycholinguistic and sociolinguistic principles upon which they are based.

BBE 409

ENGLISH AS A SECOND LANGUAGE INSTRUCTIONAL FOUNDATIONS IN EARLY CHILDHOOD SETTINGS

Candidates explore English as a Second Language (ESL), theory, and practice as it applies to young children and their families. Candidates also study the socio-cultural, pedagogical, linguistic, and political issues underlying current models of education for non-English speaking children, as well as models for ESL instruction in early childhood settings. Critical emphasis is placed upon theories that support young learners in second language acquisition.

T&L 440

EARLY CHILDHOOD EDUCATION CROSS-CULTURAL STUDIES

The course will discuss the historical, philosophical and cultural foundations of the education of young children in a multicultural society, emphasizing the role of ethnicity in development of young children within the context of families, childcare centers, and educational systems Topics include: history of immigration and predictions for the future; the effects of population shifts on the education of English Language Learners; the impact of laws, litigation and executive orders on bilingual/English-as-a-Second- Language education; understanding cultural and linguistic differences regarding locating and using educational resources.

T&L 441

EARLY CHILDHOOD METHODS AND MATERIALS FOR ENGLISH LANGUAGE LEARNERS

This course will discuss best practices in teaching and learning in ESL and bilingual early childhood classroom contexts. Students will learn about different approaches and methodologies currently used to support the development of listening, speaking, reading and writing in social and academic contexts in learners of English as a second language. Curriculum based-assessment, cultural awareness and self-reflective practice will also be addressed.

T&L 442

EARLY LITERACY DEVELOPMENT AND SECOND LANGUAGE ACQUISITION

This course will examine the process of learning and using a second language. Research in second language acquisition (SLA) is multi-disciplinary in nature, reflecting the complexity of language learning and use. Linguistic, psychological and social processes that underlie language(s) learning and use will be introduced and applied to the understanding of this learning in young children. In this course, language acquisition theory concerning relationships between early literacy and oral language development in first and subsequent languages will be addressed.

T&L 443

ASSESSING YOUNG BILINGUAL/ESL LEARNERS

This course will focus on the discussion of basic principles and current approaches to assessment of language learning students in ESL Children's language learning in ESL or language learning of children in EST and bilingual early childhood and early elementary educational settings. The different purposes of process and product assessment tools,; authentic and curriculum-based forms of assessment,; issues in the assessment of English Language Learners (ELLs),; and assessment in academic areas for early elementary ELLS will be explored.

T&L 444

EARLY CHILDHOOD BILINGUAL/ESL PRACTICUM

This course will focus on application of the theories in effective teaching practices, and assessment procedures appropriate for young English Language learners. It will emphasize on application of knowledge gained from previous ESL/ELL courses, and demonstration of skills necessary to work collaboratively and effectively with families of young English Language learners. Professional behaviors that respect, value, and support all children's native language and culture will be reinforced.
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