The undergraduate Certificate in English as a Second Language is offered by the Department of Educational Specialties.
This certificate prepares certified teachers teach ESL in K-12 classrooms if you hold a valid K-12 certificate; to work as an ESL Adult Education Instructor; to work with city and nonprofit agencies or refugee resettlement agencies as an ESL instructor; or to teach ESL in a private language school.
To receive an undergraduate certificate (at least 15 units) at Northern Arizona University, you must complete a planned group of courses from one or more subject matter areas with a cumulative grade point average of at least 2.0.
Please be aware that federal financial aid is not available for some certificates, if the certificate is pursued and completed as a stand-alone certificate (i.e., not completed concurrently with a degree program). See the "Details" tab for additional information.
Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.
| Minimum Units for Completion | 21 |
| Foreign Language | Required |
| Fieldwork Experience/Internship | Required |
Student Learning Outcomes
1. Language
Issues of language structure and language acquisition development are interrelated.
1.a. Language as a System-Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.
1.b. Language Acquisition and Development-Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content area achievement.
2. Culture
Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
3. Planning, Implementing, and Managing Instruction
Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs.
3.a. Planning for Standards-Based ESL and Content Instruction-Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
3.b. Implementing and Managing Standards-Based ESL and Content Instruction-Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.
3.c. Using Resources and Technology Effectively in ESL and Content Instruction-Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching
4. Assessment
Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs.
4.a. Issues of Assessment for English Language Learners-Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.
4.b. Language Proficiency Assessment-Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.
4.c. Classroom-Based Assessment for ESL-Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom.
5. Professionalism
Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families.
5.a. ESL Research and History-Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.
5.b. Professional Development, Partnerships, and Advocacy-Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.
Take the following 21 units:
Foundations:
Your second-language learning experience must be documented by one of the following means:
Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.