College of Education2021-2022
Department of Educational Specialties
English as a Second Language, Undergraduate Certificate
The undergraduate Certificate in English as a Second Language is offered by the Department of Educational Specialties.
What Can I Do with a Certificate in English as a Second Language?
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.
- Complete individual plan requirements.
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||21|
This certificate prepares candidates for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. Candidates gain the knowledge, skills and dispositions for developing ESL skills across reading, writing, and listening, and for involving community and families as partners. They will also leave the program with a historical perspective of English learners in the U.S. Candidates will develop specific skills for assessing English learner proficiency and content area knowledge, and knowledge of various program models. They will become familiar with current research in ESL instruction, and understand how theory can be structured in classroom practice to develop the oral language and literacy skills of all students.
Student Learning Outcomes
Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ (ELLs’) develop language and literacy and achieve in the content areas.
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.
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
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.
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:
- BME 210 (3 units)
- BME 438 (3 units)
- Select one course from: BME 430 or BME 437 or ENG 406 (ENG 406 is an option only for Secondary Teacher Candidates) (3 units)
- BME 420 (3 units)
- BME 481 (3 units)
- BME 480 (3 units)
Your second-language learning experience must be documented by one of the following means:
- 6 units of coursework in a single language, or equivalent, verified by the department of language, education, or English at an accredited institution
- Completion of intensive language training by the Peace Corps, the Foreign Service, or the Defense Language Institute
- A passing score on the Arizona Classroom Spanish Proficiency Exam approved by the State Board of Education
- A passing score on the Navajo Language Test
- Placement by the language department of an accredited institution in a third-semester level
- Placement at level one - intermediate/low (or more advanced score) on the Oral Proficiency interview, verified by the American Council for the Teaching of Foreign Languages.
- Verification of proficiency in an American Indian language, signed by an official designated by the appropriate tribe
This certificate may be pursued and completed concurrently with a degree program or as a stand-alone certificate. Federal financial aid cannot be used if the certificate is completed as a stand-alone certificate.
Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.
Go to mobile site