Bachelor of Science in Elementary Education: ESL Emphasis

Bachelor of Science in Elementary Education with an Emphasis in English as a Second LanguageInitial Program – Leads to Initial Teacher Licensure

Offered By: College of Education

Prepare to Become an Elementary ESL Teacher

The Bachelor of Science in Elementary Education with an Emphasis in English as a Second Language degree program at Grand Canyon University focuses on preparing teacher candidates for teaching in a K–8 classroom specifically geared toward working with students who are considered English Language Learners (ELL). Upon graduation, you may decide to work toward seeking a teaching license to teach your students in an elementary classroom setting. 

Throughout this BS degree: elementary ESL emphasis, English as a second language majors will participate in hands-on learning activities and be taught:

  • Adolescent development
  • Instructional planning
  • Educational trends
  • Cultural differences/cross-cultural studies
  • Student engagement
  • Learning environment management

This program concludes with a practicum/field experience that focuses on helping you prepare to go on to seek certification. This is a full-time, 15-week experience that includes practical ESL elementary classroom experiences.1 Once you earn qualification to be an elementary ESL teacher, this signifies that you have achieved the skills and abilities to teach students in the K–8 environment, specifically ELL students.

As a future ESL educator, you may have the opportunity to deliver transformative education to your students. Non-fluency in English can significantly impede a student’s ability to navigate life and academics in an English-speaking country, and may negatively affect their future prospects.2, 3 When you choose to become an English as a second language major, you’re making a choice to work toward creating a positive difference in the lives of your students. 

This elementary ESL emphasis is offered in a variety of modalities, which offer flexibility and convenience, allowing you to study from virtually anywhere. If you choose to earn your degree online, you will have access to the same quality of instruction and you can benefit from interactive discussions with your peers on our learning platform.

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All Elementary Education Emphases

Earn a BS in Elementary Education With an ESL Emphasis From GCU

Earning a bachelor’s degree with an emphasis in teaching elementary ESL can enable you to make a difference not only in education, but in helping students gain the essential skill of mastering the English language. This skill is imperative for successfully moving forward in education and life in English-speaking countries. 

At GCU, you will be taught curriculum that is built from the Christian worldview. You have the opportunity to develop not only into an ESL educator, but a servant leader who possesses the ethics, morals and compassion to meet the varying needs of ESL students.

You will have opportunities to enhance your learning during the elementary ESL emphasis through the application of concepts, theories and research. Course assignments guide you through 160 hours of observational and practice-based experiences. You must have access to an elementary ESL classroom to complete these assignments.

ESL teaching candidates must be able to:

  • Complete a 15-week student teaching component for a 1-8 ESL classroom with a certified ESL teacher
  • Contact their state department of education for licensure requirements and program approval
  • Review state-specific requirements for a complete endorsement in the area of English as a Second Language
  • Complete the five courses focused on Arizona requirements for an ESL endorsement
  • Consult the University Policy Handbook and a university counselor for information regarding the policies and procedures within a teacher licensure program 

Elementary ESL Coursework Covered

This program embraces the intricate realm of teaching young learners who are English language learners, empowering students with the knowledge and strategies that can foster effective communication and language development. Through coursework, hands-on experiences and alignment with industry standards, you'll be taught the skills to assist the educational landscape for elementary ESL students. ESL-focused content areas of the curriculum include:

  • Phonics and literacy development for ELL (e.g. learning techniques for developing listening, speaking, reading and writing skills)
  • Curriculum and methods appropriate for teaching in an ELL instructional setting
  • Principles of evaluation and structuring ELL assessments
  • Foundations in Structured English Immersion (SEI)
  • Strategies to promote English language development
TOTAL CREDITS & COURSE LENGTH:
Total Credits: 120
Campus: 15 weeks
[More Info]
Online: 7 weeks
[More Info]
TRANSFER CREDITS:
Up to 90 credits, only 84 can be lower division
TUITION RATE:
Campus: $8,250 per semester
[Tuition, Fees and Financial Aid]

Online: $460 per credit
[Tuition, Fees and Financial Aid]

Cost of Attendance

 

Career Opportunities With a Degree in Elementary Education: ESL Emphasis

Potential workplaces can range from schools to social service organizations and more. Career outcomes for this elementary ESL emphasis can include these positions: 

  • Preschool teacher
  • Kindergarten teacher
  • Elementary school teacher
  • Middle school teacher
  • Secondary school teacher 
Hispanic male teacher in plaid button down stands in front of white board with Spanish language written on it

Institutionally Accredited by the Arizona State Board of Education

The teaching English as a second language emphasis at GCU offers a comprehensive program that is institutionally accredited and endorsed by the Arizona State Board of Education. The curriculum is tailored to enhance students' existing teaching knowledge and skills, while being led by knowledgeable instructors in linguistics, second language acquisition and curriculum development. Aligned with the practices of the Interstate Teacher Assessment and Support Consortium (InTASC) and the standards set by the Teachers of English to Speakers of Other Languages (TESOL), graduates of the program may qualify for the provisional English as a Second Language (ESL) endorsement in Arizona.

BS in Elementary Education: ESL Emphasis FAQs

Choosing to pursue a career as an elementary ESL teacher is a significant life decision. It’s always a good idea to weigh your options carefully before making any major decisions about your career path. You may find the following frequently asked questions and answers helpful as you consider your options.

ESL teachers specialize in instructing students whose native language is not English.4 Their primary role is to help students learn to speak, write and read in English. During any given day, an ESL teacher might develop lesson plans, deliver lessons and guide students in completing assignments. ESL teachers must also monitor the progress of their students and help their students develop study skills.4

Becoming an ESL teacher can be a great career option for individuals who are passionate about education and who would like to work with a diverse group of students. It can also be a strong career choice for someone who enjoys tackling challenges and thinking outside the box to come up with innovative ways of connecting to their students.

Job requirements can vary depending on the state, country and workplace. In the U.S., you will generally need a degree and a teaching license to work in public schools.5 If you think you might like to work overseas, you can still benefit from having a degree. However, requirements can vary. Teaching overseas and online to overseas audiences may only require an ESL-related certification in some cases. Do note, however, that some countries and employers may still require a teaching degree.6

After earning some experience as an elementary ESL teacher, you may decide to return to school yourself in order to enhance your academic qualifications. Earning a master’s degree in education with an ESL emphasis can help guide you on a path to improving your teaching knowledge and skills to, in turn, help your own students succeed. 

At GCU, earning a baccalaureate degree in elementary ESL can build a foundation to pursue our master’s degree in this area — the Master of Arts in Teaching English to Speakers of Other Languages (TESOL). This master’s in TESOL is available via online and evening classes.

GCU welcomes the next class of future educators who hope to make a positive difference in the lives of children in their communities. Apply today and prepare to pursue a meaningful career as an elementary ESL educator.

 

If you are seeking licensure/certification, please refer to the Accreditation and Compliance/State disclosures link for the specific program of interest’s website for your location and/or employment state licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

1 Excluding observational and practice-based experiences, and student teaching.

2 McCusker, Carolyn and Cohen, Rhaina. (2021, April 25). Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English. NPR. Retrieved on August 21, 2023.

3 Med, Oman J. (2020, April 30). Implications of Language Barriers for Healthcare: A Systematic Review. National Library of Medicine. Retrieved on August 21, 2023.

4 U.S. Bureau of Labor Statistics (2022, October 4). What adult basic and secondary education and ESL teachers do. Occupational Outlook Handbook. Retrieved July 26, 2023.

5 U.S. Bureau of Labor Statistics (2022, October 4). How to become an adult basic or secondary education or ESL teacher. Occupational Outlook Handbook. Retrieved July 26, 2023.

6 TEFL (n.d.). Teach English abroad without a degree. Retrieved July 26, 2023.

Course List

General Education Requirements:
34-40 credits
Major:
80 credits
Open Elective Credits:
0-6 credits
Degree Requirements:
120 credits

General 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-103, University Success: 4
  • UNV-303, University Success: 4
  • UNV-108, University Success in the College of Education: 4

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
  • ENG-105, English Composition I: 4
  • ENG-106, English Composition II: 4

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
  • CWV-301, Christian Worldview: 4

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
  • MAT-144, College Mathematics: 4
  • PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4
  • BIO-220, Environmental Science: 4

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, cross-cultural 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
  • PSY-102, General Psychology: 4
  • SOC-100, Everyday Sociology: 4

Required General Education Courses

Course Description

This course provides an overview of the principal political, economic, and cultural themes and constitutional developments that shaped the United States from the Colonial period into the 20th Century.

Course Description

This is the first in a two-course sequence designed for prospective elementary school teachers. Concepts include set theory, functions, numeration systems, number theory and properties of the natural numbers, integers, rational numbers, ratios, proportions, decimals, and percents, with an emphasis on problem solving and critical thinking.

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. Teacher candidates explore the implications of growth and development for designing and implementing appropriate and challenging learning experiences. This survey of the theories and research related to how children and young adolescents grow and learn allows teacher candidates to build foundational knowledge for constructing learning experiences that take into consideration students' developmental levels, prior experiences, interests, and culture. Upon completion of this course, teacher candidates will have reflected on personal values and biases and established professional learning goals that reflect codes of ethics, professional standards practices, and relevant laws and policies related to the field of education. Practicum/field experience hours: None. Fingerprint clearance not required.

Course Description

Teacher candidates build foundational knowledge on learning theories to identify and design culturally responsive lessons and a variety of assessments that effectively engage and assess diverse learners. Teacher candidates will apply the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents to design and modify instruction and a variety of assessments. Focus is placed on strategies that support learners in self-reflection, goal setting, and identifying quality work. Practicum/field experience hours: None. Fingerprint clearance not required.

Course Description

In this course, candidates will explore school, community, and family culture with a focus on creating supportive environments for English learners (ELs). Through reflective practice and policy analysis, candidates will enhance their professional competencies, advocate for ELs' educational rights, and engage in self-assessment to continually improve their teaching strategies. Emphasis will be placed on the influences of multicultural education, including reflecting on professional identity to address personal biases and build cultural competence. Research is utilized to investigate the social, community, cultural, and familial contexts that influence learning and development and can be leveraged to foster an inclusive classroom that acknowledges and celebrates the diverse backgrounds of students.

Course Description

This is the second in a two-course sequence designed for prospective elementary school teachers. Concepts include elementary probability, data analysis, descriptive statistics, geometry of shapes in two and three dimensions, congruence and similarity, measurement, and geometric transformations, with an emphasis on problem solving and critical thinking. Prerequisite: MAT-150.

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 preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.

Course Description

In this writing intensive course, teacher candidates examine how to establish and maintain inclusive and collaborative learning environments that promote positive and safe relationships, active engagement, high expectations, and equity for all students. Teacher candidates focus on expanding students' ability to collaborate and communicate through multiple modes and forms of communication. Practicum/field experience hours: 20. Fingerprint clearance required.

Course Description

This course is a survey of the Arizona constitution and government. It meets the teacher certification requirement for Arizona government.

Course Description

In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs and approaches for teaching English 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 as they plan, deliver, and evaluate standards-based instruction for English learners. Practicum/field experience hours: 15. Fingerprint clearance required.

Course Description

Teacher candidates 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 build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Collaboration with all stakeholders when designing literacy instruction to meet the needs of specific learners is examined. The science surrounding reading instruction is explored and put into practice with this foundational knowledge. Additionally, teacher candidates use a variety of data to reflect on teaching practices, inform instruction, and improve student learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

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 writing-intensive course, teacher candidates will explore multicultural education by engaging in research, communication, and ethical decision-making, focusing on developing educators' skills in creating equitable and inclusive learning environments. Through analysis of evidence and virtuous practice, the course will examine the critical role of educators as advocates for all students, empowering participants to address disparities and promote equitable opportunities for academic success. With a specific focus on the principles of multicultural education, teacher candidates will be encouraged to reflect on the influence of their own worldviews and perceptions. Emphasizing the concept of imago Dei, which sees every individual as made in the image of God, this course aims to foster culturally responsive classrooms that welcome diversity in all forms. Teacher candidates will explore strategies to effectively bridge the gaps between various diversities and academic achievement, to foster human flourishing within the educational sphere. The course blends content with practical application, highlighting the educator's role as an advocate for all students and promoting equitable academic opportunities.

Course Description

Teacher candidates develop strategies for literacy intervention and remediation to foster and support student autonomy in the classroom. Teacher candidates build knowledge and skills to analyze and use assessment data when planning literacy supports in all content areas, communicating student progress, promoting self-directed learning, and empowering students to set goals for their own learning outcomes. Language and literacy development is examined to inform intervention and remediation strategies and practices that support readers of varying ages and ability levels, including students with dyslexia and other reading disabilities. Emphasis is placed on identifying the strengths and needs of individuals when planning instruction and providing descriptive and timely feedback on student progress. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

Course Description

In this course, candidates will examine approaches to developing literacy for English learners (ELs) in K-8 schools. Emphasis will be placed on scaffolded instructional strategies for developing listening, speaking, reading, and writing skills; identifying materials and resources that foster language and literacy development; and assessing students' literacy development in the English language. Additionally, candidates will learn to collaborate with stakeholders to support ELs’ in developing language and literacy through the content areas. Focus will be placed on analyzing ELs’ academic and personal characteristics to tailor instructional and assessment practices that are responsive to students' unique learner profiles. Prerequisite: ELM-211.

Course Description

Teacher candidates will build an evidence-based foundation for teaching science standards including research on the ways students learn science effectively through creating real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Teacher candidates will examine and implement inquiry-based instructional strategies for teaching science lessons about physical science, earth and space science, life science, and health that integrate the science standards and practices. Emphasis is placed on collaboration and digital literacy to promote learner development, achievement, and well-being. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

Course Description

Teacher candidates examine a variety of instructional strategies to encourage students to develop a conceptual understanding of the mathematics standards and procedures that define elementary and middle school mathematics including: number sense, place value, basic operations, fractions and decimals, algebra concepts, measurement, and proportions. From this foundational knowledge, candidates select, adapt, and implement research-based methods, instructional strategies, and interventions to purposefully engage learners in using creative and critical-thinking skills and to ensure all students have an equitable learning experience in mathematics. Teacher candidates explore collaboration to promote a mathematical mindset that establishes a positive and supportive learning environment and nurtures learner growth and development. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

Course Description

In this course, candidates will review the curriculum and methods appropriate for teaching English learners (ELs) in various instructional settings and subject areas. Emphasis is placed on linguistic, cognitive, developmental, and sociocultural considerations in the design of differentiated and culturally responsive curricula. Candidates will critically reflect on individual ELs’ performance in language and content to inform their teaching approaches and design evidence-based, EL-centered, interactive approaches that support language learning. They will also plan collaborative strategies to support EL instruction, aid educators and staff, and advocate for ELs. A key focus will be on integrating assessment practices seamlessly into any curriculum and on the development of assessment tasks that foster enhanced learning outcomes. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.

Course Description

Teacher candidates will build foundational knowledge on how to use concepts from reading, language, and child development to teach and assess reading, writing, speaking, viewing, listening, and thinking skills using differentiated and standards-based instruction. From this foundational knowledge, teacher candidates will create opportunities for students to practice academic language and literacy across subject areas. Teacher candidates select, adapt, and implement research-based methods, instructional strategies, culturally responsive teaching, and inclusive practices to individualize meaningful and challenging learning for students, with an emphasis on literacy. Emphasis is placed on using a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisite: ELM-316.

Course Description

Teacher candidates will examine a variety of instructional strategies to encourage students to independently and collaboratively develop a deep understanding of the major concepts and modes of inquiry from the study of social studies. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to critically analyze and make informed decisions that consider multiple perspectives as citizens of a culturally diverse local and global society. Teacher candidates will integrate the performing and visual arts as primary media for communication, creativity, and engagement among elementary students. Additionally, advocacy for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership is explored. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.

Course Description

In this course, candidates will explore effective assessment practices for English learners (ELs), including how to apply knowledge of validity and reliability to analyze and interpret EL student data. Candidates will examine assessments for identification, placement, reclassification, and instructional delivery to make informed decisions. Emphasis will be placed on designing formative and summative assessment tasks that allow for improved learning in language and content areas. Additionally, candidates will demonstrate knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate to ELs for standardized assessments. Prerequisite: ELM-211.

Course Description

Teacher candidates are engaged in the student teaching experience that includes practical ESL elementary (K – 8) classroom experiences, research, analysis, and teaching to develop a Student Teaching Evaluation of Performance (STEP). The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Practicum/field experience hours: None. Fingerprint clearance required.

  • GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
  • Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
  • Please refer to the Academic Catalog for more information. Programs or courses subject to change

Locations

GCU Campus Student


Join Grand Canyon University’s vibrant and growing campus community, with daytime classes designed for traditional students. Immerse yourself in a full undergraduate experience, complete with curriculum designed within the context of our Christian worldview.

GCU Online Student


Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.