Bachelor of Science in Elementary Education with an Emphasis in English as a Second Language Initial Program – Leads to Initial Teacher Licensure
Overview
Aid Elementary Students with the English Language
Help others master the English language with the College of Education's Bachelor of Science in Elementary Education with an Emphasis in English as a Second Language (ESL). Designed to help elementary and middle school teachers meet the diverse demands of the modern classroom, this bachelor's degree in elementary education program is regionally accredited and approved by the Arizona State Board of Education. All courses are directly aligned with professional teaching standards and the associated national content standards of the Interstate School Leaders Licensure Consortium (ISLLC) and Educational Leadership Constituent Council (ELCC).
As a student in Grand Canyon University's (GCU) bachelor degree in teaching English as a second language, you can broaden your perspective as you examine educational trends and cultural differences with expert faculty and peers in dynamic campus, evening and online learning environments. Coursework delivers the fundamentals to engage young students and improve linguistic knowledge. Opportunities to apply your learning in school settings are available throughout your program to familiarize you with first through eighth grade ESL education and assessment.
Bachelors in education programs leading to teacher certification may require practicum hours, state exams, student teaching and an institutional recommendation from GCU.
Degree Outcomes
Acquire the Skills to Engage Learners
The bachelor degree in teaching English as a second language program includes a broad liberal arts foundation with a focus on classroom management and student learning. In this elementary education degree, you participate in cross-culture studies and examine advanced methods of instruction such as Structured English Immersion (SEI) and English as a second language strategies. Combine the knowledge of teaching in elementary schools with student teaching experiences to help you thrive in 21st century school classrooms. All courses are directly aligned with professional teaching standards and the associated national content standards and may qualify you for initial teacher licensure.
What You Will Learn
Study English as a Second Language Curriculum
In this program that can help you prepare to teach English classes in Phoenix AZ, you examine:
- Lesson planning, development and assessment and methods to engage diverse learners
- Advanced methods for teaching English language learners elementary subjects
- First through eighth grade classroom management
- Serving students with mild to moderate disabilities
- Child and early adolescent growth and development
- Research and analysis of evidence-based English language learning concepts
Career Outcomes
Prepare for Your Career in ESL Education
Common career outcomes for graduates of the bachelor degree in teaching English as a second language may include elementary, middle or junior high school ESL teacher, resource and community education instructor and ESL tutor. With this bachelor's degree in education, potential workplaces include preschools, elementary schools, middle schools and social service organizations.
Program DomainsGeneral Education Requirements
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
Requirements
Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community.
Course Options
- UNV-112, Success in Science, Engineering and Technology & Lab: 4 credits
- UNV-103, University Success: 4 credits
- UNV-303, University Success: 4 credits
- UNV-108, University Success in the College of Education: 4 credits
Requirements
Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.
Course Options
- UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits
- ENG-105, English Composition I: 4 credits
- ENG-106, English Composition II: 4 credits
Requirements
Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/CWV-301.
Course Options
- CWV-101, Christian Worldview: 4 credits
- CWV-301, Christian Worldview: 4 credits
Requirements
Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.
Course Options
- MAT-154, Applications of College Algebra: 4 credits
- MAT-144, College Mathematics: 4 credits
- PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits
- BIO-220, Environmental Science: 4 credits
Requirements
Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.
Course Options
- HIS-144, U.S. History Themes: 4 credits
- PSY-102, General Psychology: 4 credits
- SOC-100, Everyday Sociology: 4 credits
Program Core Courses
Course Description
Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas while understanding the implications for designing and implementing developmentally appropriate and challenging learning experiences. This survey of the seminal concepts, principles, theories, and research related to development of children and young adolescents allows teacher candidates to build foundational knowledge for constructing learning opportunities that support individual student's development, acquisition of knowledge, and motivation. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
This course presents the historical, legal, theoretical, and sociological foundations of programs of instruction for English language learners. It includes an examination of the role of culture in learning and instructional program models, with a focus on Structured English Immersion. Teacher candidates are instructed in immersion strategies and the use of assessment data. Practicum/field experience hours: 10. Fingerprint clearance required.
Course Description
In this course, candidates will explore school, community, and family culture. Emphasis will be placed on the major goals, principles, and concepts of multicultural education, including multiple perspectives in culture, history, and understanding cultural and individual differences in teaching and learning. Research is utilized to investigate the social, community, cultural, and familial contexts that influence learning and development. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ESL-223N.
Course Description
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify cognitive, linguistic, social and emotional patterns of learning and development for students with mild to moderate disabilities. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: 5. Fingerprint clearance not required.
Course Description
Teacher candidates build foundational knowledge on planning instruction and formal and informal assessment strategies. Teacher candidates will examine instructional planning based on knowledge of students, learning theory, connection across the curriculum, curricular goals, and community. Formal and informal assessment strategies for planning, evaluating, and strengthening instruction for elementary students are also examined. Practicum/field experience hours: 5. Fingerprint clearance required.
Course Description
In this writing intensive course, teacher candidates examine how to create environments that support individual and collaborative learning, and encourage students' positive social interaction, active engagement in learning, and self-motivation. Teacher candidates build foundational knowledge regarding the importance of establishing and maintaining positive collaborative relationships with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children. Practicum/field experience hours: 5. Fingerprint clearance required.
Course Description
This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.
Course Description
Teacher candidates will examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates will build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-210 or ECS-125.
Course Description
Teacher candidates will examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability and to build skills to apply knowledge in meaningful ways. From this foundational knowledge, teacher candidates select, adapt and use research-based instructional strategies and interventions to advance the learning of students with focused attention upon mathematics. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: ELM-210.
Course Description
In this writing intensive course, teacher candidates study how to teach a diverse population of students by examining the foundations and dimensions of social justice in education, social constructs, privilege, prejudice, and oppression with the goal of becoming culturally competent educators. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
In this course, candidates will examine approaches to developing literacy for second language learners in P-12 schools. Emphasis will be placed on techniques for developing listening, speaking, reading, and writing skills; developing language and literacy through the content areas; using children's and young adult multicultural literature; and assessing students' literacy development in the second language. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ESL-250.
Course Description
In this course, candidates become familiar with the fundamentals of linguistics. Emphasis will be placed on phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, historical linguistics, and first and second language acquisition theories. Candidates will synthesize research-based methods of incorporating linguistic principles into their teaching practice.
Course Description
In this course, candidates will review curriculum and methods appropriate for the teaching of subject areas in an English language learner instructional setting. Emphasis is placed on: (a) linguistic, cognitive, developmental, and socio-cultural considerations in the design of multicultural curricula; (b) exploration of multicultural instructional methods and materials for use in language arts and content areas; (c) critique of current commercially prepared products. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ESL-223N.
Course Description
Teacher candidates will examine fundamental concepts of physical, life, earth/space sciences and health education. Teacher candidates will build foundational knowledge on a variety of age-appropriate inquiry-based instructional strategies to teach science, to build student understanding of personal and social applications, to convey the nature of science, and student development for the practice of skills that contribute to good health. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ELM-210.
Course Description
In this course, teacher candidates continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
In this course, candidates will explore the principles of evaluating and structuring assessments. Candidates will design rubrics and examine assessment for the purposes of identification, placement, and instructional delivery. Emphasis will be placed on learning ways to integrate assessment procedures into any curriculum, and designing assessment tasks that allow for improved learning. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ESL-358.
Course Description
Teacher candidates will examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and modes of inquiry from the integrated study of history, geography, the social sciences and other related areas. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Teacher candidates will integrate the content, functions and achievements of the performing and visual arts as primary media for communication, inquiry and engagement among elementary students. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ELM-210.
Course Description
Teacher candidates will build foundational knowledge on how to the use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills. Teacher candidates select, adapt and use research-based instructional strategies and interventions to individualize meaningful and challenging learning for students, with an emphasis on literacy. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ELM-210 and ELM-305.
Course Description
Teacher candidates are engaged in the student teaching experience that includes practical ESL Elementary (1st – 8th) classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evaluation of Performance (STEP). Practicum/field experience hours: None. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 2.8 GPA; successful completion of NES or your state’s mandated content area exams; and approval and placement by the College of Education Office of Clinical Practice. All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.
Campus
Online
Evening
* Please note that this list may contain programs that are not presently offered as program availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program listed herein please first contact your University Counselor for the most current information regarding availability of the program.
* The Department of Education defines how an institution must calculate a program's On-Time Completion rate for federal disclosure purposes. The On-Time Completion rate is based on a program's published required number of months to complete all degree requirements as provided in the institution's catalog. Completion statistics are updated every January and are based on the cohort of students who started the program in the same year and then graduated within the published program length.
On-campus program disclosures (54 months) Online and Evening program disclosures (54 months)* Please refer to the Academic Catalog for more information. Program subject to change.