2018-2019

Secondary Education - English, Bachelor of Science in Education

Department of English

College of Arts and Letters

This degree prepares students to teach a field rich in nuance, literary tradition, and global value. Students will build on their love of English to excite secondary students about expressing themselves effectively and creatively in one of the world’s great languages.

This program is nationally recognized by the National Council of Teachers of English (NCTE).

This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

  • 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 diversity, liberal studies, 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.

    The full policy can be viewed here.

In addition to University Requirements:

  • At least 70 units of major requirements
  • 8 units of language requirements or proficiency-through-a-second-semester language course

  • 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, and professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):

Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Minimum Units for Completion 120
Major GPA 2.5
Highest Mathematics Required MAT 114
Additional Admission Requirements Required
Student Teaching/Supervised Teaching Required
University Honors Program Optional
AZ Transfer Students complete AGEC-A Recommended
Progression Plan Link View Progression Plan

Purpose Statement

The Bachelors of Science in Secondary English Education prepares future teachers to be well versed in their subject area to give students the best education possible. The English and education major at NAU lets students achieve the ideal balance between being an expert in your subject and being a great teacher.  NAU’s English education major will equip you with an in-depth study of language, literature, linguistics, and writing.  As a foundation for their work in education, students are trained to write well, organize ideas in a logical way, analyze complex information, research, and critically read and observe.  Our English Secondary Education students also develop competency in lesson design, classroom management, instructional delivery, and research-based methods for teaching writing, literature, prose, grammar, and vocabulary.  As students integrate their knowledge of the English discipline with teaching theories and techniques, strong emphasis is placed on gaining extensive field experience. Faculty connect these field experiences to coursework, combining theory and practice, modeling effective instruction, providing relevant context, and building confidence to address the variety of situations future teachers will encounter. Upon completion of this degree, students are prepared to become a certified English teacher in the state of Arizona, or engage in careers in related fields such as publishing, curriculum development, and educational research. 

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Council of Teachers of English, and the Interstate New Teacher Assessment and Support Consortium.

  • Content Knowledge I.: Candidates demonstrate knowledge of English language arts (ELA) subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
    • Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts.
    • Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments.
  • Content Knowledge II: Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.
    • Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.
    • Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.
    • Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments.
  • Content Pedagogy: Planning Literature and Reading Instruction in ELA III. Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
    • Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
    • Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
    • Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
    • Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
    • Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
    • Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.
  • Content Pedagogy: Planning Composition Instruction in ELA.  Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
    • Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
    • Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
    • Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
    • Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.
  • Learners and Learning: Implementing English Language Arts Instruction. Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.
    • Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
    • Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.
    • Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.
    • Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.
  • Professional Knowledge and Skills I: Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.
    • Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
    • Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students’ opportunities to learn in ELA.
  • Professional Knowledge and Skills II: Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.
    • Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.
    • Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.

Additional Admission Requirements

  • Individual program 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:

    • EDF 200 with a grade of "C" or better
    • MAT 110 or MAT 114 with a grade of "C" or better
    • The English foundations requirement (ENG 105 or equivalent) with a minimum GPA of 3.0. (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA.)
    • A minimum GPA of 3.0 in all content major coursework (must have taken at least 3 units) and a cumulative 2.5 GPA.

  • Additional requirements:

    • 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)
Major Requirements
Teacher Preparation

  • 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 3.0 in all English coursework, with no grade lower than a "C" in the major.
    • Passing score on the required Professional Dispositions Modules 
    • Take the Arizona Education English Subject Knowledge Exam.
    • Complete all plan requirements.
    • All ENG coursework 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.

  • Arizona Teacher Certification

    You must pass the National Evaluation Series Secondary Assessment Professional Knowledge Exam to obtain an Arizona teaching certificate.

Foreign Language Requirement

  • You must demonstrate proficiency in a language other than English that is equivalent to two terms of university coursework in the same language. You may satisfy this requirement by taking language courses or by testing out of all or part of it by taking CLEP exams arranged by Center for Business Outreach.

General Electives

  • 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 of the academic areas, using these courses to pursue your specific interests and goals. You may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.

    We encourage you to consult with your advisor to select the courses that will be most advantageous to you.

Additional Information

  • You may not pursue an English; B.A., and English-Secondary Education; B.S.Ed. dual degree. 

    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 successfully complete. For prerequisite information, click on the course or see your advisor.