The TESOL major enables students to become knowledgeable about the theories of linguistics, research on social and cultural variables that influence language acquisition, the knowledge required to facilitate and assess language instruction in content areas, and laws governing the education of children for whom English is not their native language.

Academic experiences in the TESOL major include coursework and field experiences to assist future educators as they gain knowledge and understanding of theories of language acquisition and cultural competence, models of instruction, policies and laws, and learner characteristics as they relate to the teaching and acquisition of English as a new language. Students completing all requirements for the TESOL major are prepared to serve as teachers of students for whom English is not their native language. Completion of this four-year program leads to eligibility for a Virginia teaching license for PK-12 English as a Second Language.

Students must choose a minor based on interest and consultation with their adviser. A variety of minors can enhance the skills and knowledge of an ESL teacher. The Liberal Studies Minor is included as one of the options to ensure a solid foundation in core content-related courses.

This minor requires certain courses within the General Education curriculum that are designed specifically to fulfill subject area competencies for Virginia teachers. If students choose a minor other than the Liberal Studies minor, they must select from minors that are no more than 18 credit hours.

All teacher education admission requirements are submitted through the Education Support Center, located in Memorial Hall, room 7230. Students must be fully admitted into teacher education before they can register for certain designated undergraduate education courses.

Teacher education candidates must maintain an overall GPA of 2.5 or better in the TESOL major with a minimum grade of "C." 

Goals/Objectives:

The TESOL major enables students to become knowledgeable about the theories of linguistics, research on social and cultural variables that influence language acquisition, the knowledge required to facilitate and assess language instruction in content areas, and laws governing the education of children for whom English is not their native language.

Specific goals of the program are aligned to Virginia Department of Education licensure requirements for Professional Studies (8VAC20-543-140) as well as English as a Second Language program competencies (8VAC20-543-300).

Teacher education candidates in the TESOL program will acquire:

• Skills in methods of teaching English as a second language to include instruction based on the
  World-Class Instructional Design Assessment (WIDA) English Language Development (ELD)
  Standards.
• Skills in designing and administering formative or classroom-based assessments and
  interpreting results of both formative and summative assessments, including the WIDA Access
  test.
• Skills in using the results of a variety of formative assessments, including performance-based
  assessments of oral language and writing, to direct instruction. Skills in ensuring that
  formative assessments reflect high validity and reliability for the purposes for which they are
  used and are appropriate for the targeted students. Skills in teaching test-taking skills in
  preparation for standardized tests.
• Skills in the teaching of reading to include phonemic awareness; pre-reading, during-reading,
  and post-reading strategies; vocabulary development; and guided reading. Ability to structure
  interactive tasks that engage students in using oral language to develop reading skills. Ability to
  determine students’ reading levels and design instruction for multi-level classrooms by
  incorporating appropriate scaffolding or language supports.
• Skills in teaching grammar and syntax in the context of writing. Ability to model and teach
  editing skills and organization of writing using predominant text structures in the content areas.
• Knowledge of the effects of sociocultural variables in the instructional setting.
• Proficiency in spoken and written English.
• Skills in providing language and cognitive support or scaffolding based on the various stages of
  the second language acquisition process.
• Knowledge of another language and its structure.
• Understanding of and proficiency in grammar, usage, and mechanics and their integration in
  writing.
• Knowledge of both general linguistics and English linguistics.

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