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English for Speakers of Other Languages (ESOL)

The English language learner faces many social and educational barriers to acquiring content learning in a mainstream classroom. The teacher who understands the cognitive and social processes of second language acquisition is better equipped to help the second language learner negotiate the demands of classroom learning activities.

The Education Studies department trains teachers to support the needs of second language learners, strengthening the classroom, and developing strategies so that all children are taught to access knowledge and skills across linguistic and cultural repertoire.

The English for Speakers of Other Language (ESOL) Endorsement is built into the UOTeach curriculum along side requirements for you primary license.

  • UOTeach teacher candidates must observe/assist/participate in an English Language Development (ELD) class at least 15 hours during the school year. An ELD class is a program within a school, specifically for English Language Learners. This can be spread out over all three terms (typical for secondary cohort) or completed in one term (more common for elementary cohort), depending on the ELD teachers’ availability.
  • Observations must be arranged in advance with the ELD teacher’s permission. Placement coordinators are available for assistance. UOTeach provides ESOL Observation Questions to help guide this experience.
  • Additional ESOL requirements will be directed by Bilingual Education instructor, Abby Lane, in EDST 626, EDST 638, and EDST 646.

With an ESOL endorsement and a demonstrated fluency in a second language (through an ACTFL Oral Proficiency Interview), students can earn an ESOL/Bilingual specialization.

If you are interested in teaching English outside the United States or to adults or a degree specifically in TESOL, please see the Language Teaching Specialization master’s program offered by the Department of Linguistics.

Licensed teachers with an ESOL will have demonstrated the following:

  • Proficiency in planning, delivery, and assessment of ESOL instruction.
  • Knowledge of effective second language program models.
  • Ability to serve as a resource to classroom teachers to ensure a student's successful transition from an English Language Development program to mainstream classrooms.
  • Ability to serve as an advocate for multi-literacy and multi-cultural education that supports additive rather than subtractive language development.