Elementary Teacher Education - English as a Second Language Concentration (BSEd)

Program Educational Goals

1. The pre-service teacher will develop knowledge of K-8 learners’ development to create inclusive, learner-centered environments that respond to individual differences, diverse cultures, and communities grounded in an anti-bias education framework building empathy, respect, understanding, and connection.

2. The pre-service teacher will demonstrate a deep understanding of content knowledge and how concepts connect to engage learners in inquiry, critical thinking, creativity, and collaborative problem-solving.

3. The pre-service teacher will apply proficient pedagogical content knowledge, evidence-based instructional practices, and learners’ progress data to implement culturally and linguistically responsive learning experiences that are accessible, meaningful, and rigorous for all learners.

4. The pre-service teacher will develop a critically-conscious lens to reflect on and transform teacher-decision making to improve practice, engage with communities and families, and serve as an advocate for social justice to ensure learner growth and to advance the profession.

5. English as a Second Language: Pre-service teachers (PSTs) will develop the knowledge, skills, and attitudes necessary to create a culturally and linguistically responsive and inclusive learning environment that supports the linguistic and academic needs of their multilingual learners (MLs). This includes understanding the linguistic, cognitive, and social processes underlying language acquisition and implementing evidence-based instructional strategies that integrate language instruction into content areas. PSTs will differentiate instruction for MLs based on their language proficiency levels and use appropriate assessments to monitor and measure their language development. Additionally, PSTs will develop cultural competence by appreciating and valuing the diversity of their students, identifying and addressing biases, and promoting equity for all.

Four Year Plan

Please refer to the Four-Year Plan for departmental recommended path toward graduation.

University Requirements:

ENGL 110 - First-Year Writing (C- minimum)
First Year Seminar (FYS) (0-4 credits)
Discovery Learning Experience (DLE) (three credits)
Multicultural Requirement (three credits)
University Breadth Requirements (C- minimum):
- Creative Arts and Humanities (three credits)
- History and Cultural Change (three credits)
- Social and Behavioral Sciences (three credits)
- Mathematics, Natural Sciences, and Technology (three credits)
Capstone Experience

ETE Major Requirements:

All students must complete the General Studies and Professional Studies courses and a concentration. Many of the University Requirements can be satisfied by the Major Requirements. Students must earn a grade of C- or higher in all coursework for the major.

General Studies:

GEOL 113 - Earth Science Credit(s): 4
SCEN 101 - Physical Science Credit(s): 4
BISC 104 - Principles of Biology with Laboratory Credit(s): 4
or
BISC 207 - Introductory Biology I Credit(s): 4
MATH 251 - Mathematics for K-8 Teachers: Number and Operations Credit(s): 3
MATH 252 - Mathematics for K-8 Teachers: Rational Numbers and Probability Credit(s): 3
MATH 253 - Mathematics for K-8 Teachers: Geometry, Algebra and Measurement Credit(s): 3
UAPP 102 - Civics and Economics for Teachers Credit(s): 3

History:

One of the following:

HIST 103 - World History to 1400 Credit(s): 3
HIST 104 - World History since 1400 Credit(s): 3
HIST 105 - U.S. History to 1865 Credit(s): 3
HIST 106 - U.S. History Since 1865 Credit(s): 3

Geography:

One of the following:

GEOG 101 - Physical Geography Credit(s): 3
GEOG 102 - Human Geography Credit(s): 3
GEOG 120 - World Regional Geography Credit(s): 3
GEOG 152 - Climate and Life Credit(s): 4
GEOG 203 - Introduction to Cultural Geography Credit(s): 3
GEOG 235 - Conservation of Natural Resources Credit(s): 3
GEOG 236 - Humans and Environmental Sustainability Credit(s): 3
GEOG 310 - Social Geography Credit(s): 3
GEOG 311 - Economic Geography & Uneven Development Credit(s): 3
GEOG 315 - People, Politics and Place Credit(s): 3
GEOG 320 - Water and Society Credit(s): 3
GEOG 346 - Urban Cultural Geography Credit(s): 3
GEOG 352 - Refugees and Forced Migration Credit(s): 3
POSC 329 - International Migration Credit(s): 3

English:

ENGL 204 - American Literature Credit(s): 3 (required for students in the Middle School English Concentration)
or
ENGL 2xx or higher elective (if not in Middle School English Concentration)

Creative Arts:

Art, Art History, Dance, Music, Music Education, or Theater course (three credits)
- This course must satisfy the Creative Arts and Humanities University Breadth Requirement unless this requirement is satisfied by another course.

Professional Studies:

EDUC 100 - Introduction to Elementary and Middle School Education Credit(s): 2
EDUC 205 - Human Development: Grades K-8 Credit(s): 3
EDUC 210 - Beginning Literacy Instruction Credit(s): 3
EDUC 230 - Introduction to Exceptional Children Credit(s): 3
EDUC 240 - Legal and Ethical Issues in American Education Credit(s): 3
or
EDUC 247 - The History of Education in America Credit(s): 3
EDUC 258 - Cultural Diversity, Schooling and the Teacher Credit(s): 3
EDUC 310 - Reading and Writing in Elementary School Credit(s): 3
EDUC 335 - Elementary Curriculum: Mathematics Credit(s): 3
EDUC 341 - Elementary Curriculum: Science Credit(s): 3
EDUC 346 - Elementary Curriculum: Social Studies Credit(s): 3
EDUC 387 - Integrating Technology in Education Credit(s): 2-3 (three credits)
EDUC 390 - Classroom Management for Social and Emotional Learning Credit(s): 3
EDUC 400 - Student Teaching Credit(s): 3-12
EDUC 428 - Critical Reflection of Teacher Decision Making Credit(s): 2
EDUC 433 - Student Teaching Seminar: Elementary Ed Credit(s): 1-2
EDUC 436 - Differentiated Literacy Instruction Credit(s): 3 (Concentrations other than special education)
or
EDUC 437 - Diagnosis and Instruction for Literacy Problems Credit(s): 3 (Special education concentration only)
EDUC 440 - Literacy Instruction for English Language Learners Credit(s): 3
EDUC 451 - Educational Assessment for Classroom Teachers Credit(s): 3

Note:

Upper Division Clearance
Students must complete Upper Division Clearance requirements in order to take upper-level education courses in their junior year. These requirements are described online, including passing the Praxis Core Academic Skills for Educators tests in reading, writing, and mathematics according to the State of Delaware guidelines.

Praxis Subject Assessments and EdTPA for Certification
Students must take the Praxis Subject Assessments (previously Praxis II tests) that are required for State of Delaware teacher certification in elementary education and in the area of their concentration (e.g., special education) prior to graduation. Students must also complete the edTPA for elementary education. Students must pass these assessments according to the State of Delaware guidelines in order to earn institutional recommendation for teacher certification. This institutional recommendation is noted on students’ transcripts and is needed to apply for teacher certification in Delaware and other states. Passing scores are listed online. To meet certification requirements, students should check state requirements for passing scores.

Concentration Requirements:

EDUC 400 - Student Teaching Credit(s): 3-12
EDUC 401 - Language Development in the Classroom Credit(s): 3
EDUC 447 - Advanced Methods in Teaching ESL Credit(s): 3
EDUC 459 - Urban Schools in Urban Landscapes Credit(s): 3
EDUC 472 - Teaching English as a Second Language Credit(s): 3
LING 101 - Introduction to Linguistics I Credit(s): 3
LING 477 - The Structure of English Credit(s): 3
LLCU 424 - Second Language Testing Credit(s): 3
Foreign language course at the 100-level or higher from the approved list of courses .

Electives:

After required courses are completed, sufficient elective credits must be taken to meet the minimum credit requirement for the degree.