College of Arts and Letters2016-2017
Department of Global Languages and Cultures
Secondary Education - Spanish, Bachelor of Science in Education
This program is nationally recognized by the American Council on the Teaching of Foreign Languages.
This program is accredited by the National Council for Accreditation of Teacher Education (NCATE).
What Can I Do with a Bachelor of Science in Education in Secondary Education - Spanish?
This degree prepares students for the joys and challenges of teaching Spanish in secondary-school settings. To pursue this degree, you must also be admitted to NAU Teacher-education program-and demonstrate proficiency in Spanish, one of the top three most widely spoken languages spoken in the world.
To receive a bachelor's degree at Northern Arizona University, you must complete at least 120 units of credit that minimally includes a major, the liberal studies requirements, and university requirements as listed below.
- All of Northern Arizona University's liberal studies, diversity, junior-level writing, and capstone requirements.
- All requirements for your specific academic plan(s).
- At least 30 units of upper-division courses, which may include transfer work.
- At least 30 units of coursework taken through Northern Arizona University, of which at least 18 must be upper-division courses (300-level or above). This requirement is not met by credit-by-exam, retro-credits, transfer coursework, etc.
- A cumulative grade point average of at least 2.0 on all work attempted at Northern Arizona University.
In addition to University Requirements:
- At least 45 units of major requirements
- At least 21 units of Foundations in Teaching requirements
- Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements
- Elective courses, if needed, to reach an overall total of at least 120 units
Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):
Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.
|Minimum Units for Completion||120|
|Mathematics Required||MAT 114|
|Additional Admission Requirements||Required|
|Student Teaching/Supervised Teaching||Required|
|University Honors Program||Optional|
|Progression Plan Link||View Progression Plan|
These programs prepare future educators to teach Spanish, French, or German language and stylistics, heightened by an exposure to civilization and culture and literature by becoming versed in the theories of second language acquisition and best practices for language teaching. The programs emphasize the development of a teacher’s ability to develop research-based teaching strategies that are developed from second language acquisition research that informs our field and makes language learning accessible to learners. Specific attention is directed at the interaction of second language acquisition theories, foreign language pedagogy, individual differences that learners bring to the language learning process (e.g., motivation, aptitude), curriculum, classroom management theories as well as competence in the language candidates will teach, the target language. Attaining a high level of communicative competence in the target language is an emphasis of the program such that candidates who enter future classrooms enjoy a relatively high level of proficiency; most candidates spend at least a semester studying abroad to do so and also to build competency and knowledge of the cultural products, practices, and perspectives related to the languages they will teach. The program is unique in that it focuses solely on foreign language education. This allows candidates to be in a supportive cohort of high-achieving peers taught by faculty who specialize and conduct research in second language acquisition. We strive to provide a cutting-edge, high-quality program that will utilize and build upon candidates’ knowledge, proficiency, and experiences living in the target culture to become an innovative middle or high school teacher that bases classroom practices on second language acquisition research. The program is designed for students with an interest in Spanish, French, or German education that are seeking certification to teach one or more of these languages.
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the American Council on the Teaching of Foreign Languages, and the Interstate New Teacher Assessment and Support Consortium
- Standard 1. Language, Linguistics, Comparisons
- Demonstrating Language Proficiency: Candidates demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their proficiency.
- Understanding Linguistics: Candidates know the linguistic elements of the target language system, recognize the changing nature of language, and accommodate for gaps in their own knowledge of the target language system by learning on their own.
- Identifying Language Comparisons: Candidates know the similarities and differences between the target language and other languages, identify the key differences in varieties of the target language and seek opportunities to learn about varieties of the target language on their own.
- Standard 2. Cultures, Literature, Cross-Disciplinary Concepts
- Demonstrating Cultural Understandings: Candidates demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices.
- Demonstrating Understanding of Literary and Cultural Texts and Traditions: Candidates recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target language.
- Integrating of Other Disciplines in Instruction: Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.
- Standard 3. Language Acquisition Theories and Instructional Practices
- Understanding Language Acquisition and Creating a Supportive Classroom: Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction.
- Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity: Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse l described in the evidence for a standard gathered in a course or a field experience language learners.
- Standard 4. Integration of Standards into Curriculum and Instruction
- Understanding and Integrating Standards in Planning: Candidates demonstrate an understanding of the goal areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these frameworks into curricular planning.
- Integrating Standards in Instruction: Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction.
- Selecting and Designing Instructional Materials: Candidates use standards and curricular goals to evaluate, select, design, and adapt instructional resources.
- Standard 5. Assessment of Languages and Cultures
- Knowing Assessment Models and Using Them Appropriately: Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures.
- Reflecting on Assessment: Candidates reflect on the results of student assessments, adjust instruction accordingly, and analyze the results of assessments, and use success and failure to determine the direction of instruction.
- Reporting Assessment Results: Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.
- Standard 6. Professionalism
- Engaging in Professional Development: Candidates engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice.
- Knowing the Value of Foreign Language Learning: Candidates know the value of foreign language learning to the overall success of all students and understand that they will need to become advocates with students, colleagues, and members of the community to promote the field.
Additional Admission Requirements
- Admission requirements over and above admission to NAU are required.
To be eligible for admission to the program, candidates must meet the following requirements:
30 units of coursework which includes:
A minimum GPA of 2.5 in all content major coursework (must have taken at least 3 units) and a cumulative 2.5 GPA in all courses.
- You must be declared in this major.
- Completion of teacher-education orientation for Secondary Education
- Submission of a copy of your State-approved Identity-Verified Print (IVP) fingerprint clearance card, obtainable through the Arizona Department of Public Safety (602-223-2279)
Take the following 66 units with minimum GPA of 2.5 in all SPA and LAN courses, and with a grade of "C" or better in each course:
Spanish (SPA) and Language (LAN) courses (42 units)
- POS 220 (3 units)
- SPA 303 (or credit-by-exam) (3 units)
- Select one from: SPA 304W, SPA 312W (3 units)
- SPA 321 or SPA 322 (3 units)
- SPA 301 (3 units)*
- Select two from: SPA 351, SPA 352, SPA 353, SPA 354 (6 units)
- SPA 340, SPA 341, SPA 404 (9 units)
- SPA 405 and SPA 406, or SPA 405 twice, or SPA 406 twice (6 units)
*A student may substitute SPA 460C for SPA 301 with advisor approval.
Please be aware of the following:
- You may not count SPA 100-200 level courses toward your major requirements
- You may only take lower-level SPA courses if you have not already taken advanced SPA course work. For example, after you have completed 200-level SPA courses, you may not take SPA courses at the 100 level; after completing a 300-level course, you may not take 100- or 200-level courses.
- Foundations in Teaching Requirements (21 units)
- SPA 495C (12 units)
In all of our teacher education programs, you are required to complete a student teaching or internship experience. In addition, a minimum number of units of practicum is required, which involves supervised field experience with a practicing teacher.
Before being accepted to student teaching, the following criteria must be met:
- Admission to the teacher education program
- NAU GPA must be at least 2.5, with a GPA of 2.5 in all SPA and LAN courses, with no grade lower than a "C" in the major.
- Passing score on the required Professional Disposition Modules
- Complete all plan requirements.
- All major coursework, with the exception of EDF 200 must be completed within the six years prior to student teaching.
- All candidates must demonstrate social and emotional maturity consistent with professional standards of classroom instruction as well as adequate physical health for teaching.
- Spanish Subject Knowledge Exam
- Secondary Professional Knowledge Exam
Arizona Teacher Certification
In order to obtain an Arizona teaching certificate you must pass both the appropriate National Evaluation Series subject matter test and the National Evaluation Series Secondary Assessment Professional Knowledge.
Additional coursework is required, if, after you have met the previously described requirements, you have not yet completed a total of 120 units of credit.
You may take these remaining courses from any academic areas, using these courses to pursue your specific interests and goals. We encourage you to consult with your advisor to select the courses that will be most advantageous to you. (Please note that you may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.)
All candidates for the Spanish B.S.Ed. major must take the American Council on the Teaching of Foreign Languages Advanced-Low Level Check. See your advisor for details.
Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements.
Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.
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