Teacher Education
 

TESOL K-12

TESOL K-12
Minor
Hours19 - 23 Credit Hours
MAPMajor Academic Plan

Program Requirements

This minor is designed to prepare students to teach students who are English learners in public schools. A teaching minor may only be received by students graduating with a teaching major. In order to graduate with this minor, students are required to complete Utah State Office of Education licensing requirements. To view these requirements go to http://education.byu.edu/ess/licensing.html or contact the Education Advisement Center, 350 MCKB, (801) 422-3426.
Courses must be taken in sequential order and no more than two TELL courses can be taken in the same semester/term.
The TESOL K-12 minor is highly recommended for elementary education, early childhood education, special education mild/moderate, and secondary education majors. Students in these majors will meet some of the course requirements within their major program. Please contact the Education Advisement Center, 350 MCKB, (801) 422-3426 with any questions.
For students accepted into the major after August 1, 2014, grades below C in any required coursework in a teaching major or teaching minor will not be accepted. Teacher candidates must maintain a total GPA of 3.0 or higher throughout the program and to qualify for student teaching. For details on admission and retention requirements for teaching majors and teaching minors, see Educator Preparation Program Requirements in the Undergraduate Catalog.
requirement 3 Complete 1 course
requirement 6 Complete 1 course
requirement 8 Complete 4.0 hours from the following course(s)
Complete four credit hours of the following after all the courses above have been completed:
Program Outcomes: 

1. Language/Linguistics

  • Teacher Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language and linguistic systems to support English language learners' development of literacy.
  • Teacher Candidates have (and use) knowledge and skills to construct learning environments that support development of English language proficiency: literacy, academic, and cognitive development.

2. Cultural Diversity

  • Teacher Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups.
  • Teacher Candidates create a learning environment that is sensitive to and supportive of English language learner's cultural identities, language and literacy development, and content area knowledge.

3. Instruction

  • Teacher Candidates know, understand, and use the Utah English Language Proficiency Standards in selection of programs, practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom, organization, teaching strategies for development and integrating language skills, and choosing and adapting classroom resources.

4. Assessment

  • Teacher Candidates understand issues of assessment and accommodation and use a variety of measurement tools to evaluate English language learners for placement, proficiency and instruction.

5. Family and Community Involvement

  • Teacher Candidates understand the role and contribution of family and community in the cognitive, linguistic and social development of students.
  • Teacher Candidates provide support and advocacy for ELs and their families and understand the history, laws, and policies of ESL teaching.
  • Teacher Candidates work in partnerships with families and communities to create positive learning environments.