English as a Second Language FDU Certificate
The field of teaching English to speakers of other languages requires highly specialized training. A teacher needs a background in first- and second-language acquisition theory, language-teaching methodology and linguistic and anthropological analysis in order to be effective in a diverse ESL classroom. The primary focus of Fairleigh Dickinson University’s English as a Second Language Specialist Certification Program is on the language and culture of the United States and effective second language methodology.
Fairleigh Dickinson University's English as a Second Language Certificate Program consists of the 18-credits required for a second New Jersey certification as Teacher of English as a Second Language. These 18 credits may be applied toward a 36- credit M.A. in Education for Certified Teachers degree.
English as a Second Language Certificate Required Courses (18 Credits)
Fairleigh Dickinson University’s English as a Second Language Certification Program was developed as an 18-credit concentration that may be applied toward the 36-credit M.A. in Education for certified teachers and includes the 15 credits required for New Jersey certificate as a Teacher of English as a second language.
| EDUC6565 | Second Language Acquisition: Methodology and Curriculum | 3 |
| EDUC6650 | Behavioral Science for Teachers: Language & Culture | 3 |
| EDUC6574 | Applied Linguistics for Language Teachers | 3 |
| EDUC6573 | Comparative Phonology for Language Teachers | 3 |
| EDUC6661 | Behavioral Science for Teachers: The Multicultural Classroom | 3 |
| EDUC6654 | Literacy Development for Second Language Learners | 3 |
Demonstrated linguistic competency in English on the New Jersey Department of Education-approved Language Testing International tests as follows: Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT). Please see LTI's website for further information http://www.languagetesting.com/acad_nj_esl.cfm
At the end of the English as a Second Language Specialist Program, teachers will have completed courses having:
- A focus on second-language acquisition, research and methodology, addressing the diverse needs of students, first- and second-language acquisition and development of literacy skills for second-language learners; and
- A concentration on curriculum development and authentic assessment practices aligned with the national (TESOL) standards, the JNCCCS.
- Strong emphasis on field experiences in school settings with second-language learners emphasing learning, linguistic, and cultural variables.
