ESOL Endorsement

(150 contact hours, 15 PLUs, Certification Add-on)

Middle Georgia RESA GaPSC approved ESOL Endorsement for a total of 15 PLUs. The Endorsement prepares educators to demonstrate competency in addressing the instructional, language, and cultural needs of students whose first language is not English in the Georgia Public Schools. This program endeavors to abide by and provide expertise in accordance with PSC rule 505-3-.89 ENGLISH TO SPEAKERS OF OTHER LANGUAGES (ESOL) ENDORSEMENT PROGRAM.

Candidate admission to the MGRESA Endorsement Program requires the following:
  • A valid, level 4 or higher Induction, Professional, Advanced Professional, or Lead Professional teaching certificate, leadership certificate, service field certificate is required for program admission.

This is a job-embedded program. Candidates must practice skills with students.  

 
Candidates must register online under Online Registration for each course of the ESOL Endorsement and follow the link to print the application for system approval.
 
Course Descriptions

 

This 5 PLU course is required to add the ESOL endorsement to an existing level 4 professional teaching certificate or higher or to the service field of Speech & Language Pathology. It is the first course in the ESOL endorsement series.
 

Course 1: Cultural Influences for English Language Learners

Candidates will explore the nature of culture and the role of cultural factors in the teaching and learning of English as an additional language in U.S. schools.

Required Texts:
Noel, J. (2008). Developing Multicultural Educators. (2nd edition). Long Grove, Illinois: Waveland Press.

Davis, Bonnie M. (2012). How to Teach Students Who Don’t Look Like You. Thousand Oaks, California: Corwin Press.

 

Course 2: Language Acquisition and Development

Candidates will become familiar with the nature and structure of language as well as the process of acquiring a first and second language. They will demonstrate skills in evaluating communication in order to determine a limited English proficiency (LEP) student’s development language stage through interviews and observations in the classroom setting.
 

Required Texts:
Ariza, E.; Morales-Jones, C.; Yahya, N.; Zainuddin, H. Revised 2010. Why TESOL? Theories and Issues in Teaching as a Second Language with a K-12 Focus. Kendall /Hunt Publishing Co. 

O’Malley, J. Michael and Pierce, Lorraine Valdez. (1996). Authentic Assessment for English Language Learners. Longman. NOTE: This will also be used in Course 3 Curriculum, Instruction and Assessment
 
Zainuddin, H.; Yahya, N.; Morales-Jones, C.; Ariza, E. (2010). Fundamentals of teaching English to speakers of other languages in K-12 Mainstream classrooms. Kendall/Hunt Publishing Co.
 
Course 3: Curriculum, Instruction and Assessment 
 
This course is the third and last course required to add the ESOL endorsement to an existing level 4 professional teaching certificate or higher or to the service field of Speech and Language Pathology. Candidates will become familiar with a variety of proven strategies for teaching a second language, develop a personal philosophy regarding second language learning, and develop an integrated thematic teaching unit.  Candidates are expected to teach a lessons from their unit to (an) LEP student(s) and share their experience with the class.

Required Text: 

Echevarria, J., Vogt, M. & Short, D. (2007). Making Content Comprehensible for English Language Learners (3rd ed.). Boston: Allyn & Bacon. (Needs to include the CD) 

O’Malley, J. Michael and Pierce, Lorraine Valdez. (1996). Authentic Assessment for English Language Learners. Longman. 

Supplementary text: (not required but may be helpful) 

• Vogt, M, & Echevarria, J. (2008). 99 Ideas and Activities for Teaching English Learners  


Carolyn H. Williams, Executive Director
cwilliams@mgresa.us
MGRESA 80 Cohen Walker Drive Warner Robins, GA 31088
Phone: 478-988-7170 Fax: 478-988-7176       E-Verify #: 470112