Ensuring Social Justice for English Language Learners: An Innovative English as a Second Language (ESL) Endorsement Program

Ensuring Social Justice for English Language Learners: An Innovative English as a Second Language (ESL) Endorsement Program

Juan A. Rios Vega (Bradley University, USA), Cecile M. Arquette (Bradley University, USA), Hwa Lee (Bradley University, USA), Heljä Antola Crowe (Bradley University, USA), Jana Lynn Hunzicker (Bradley University, USA) and Jane Cushing (Bradley University, USA)
DOI: 10.4018/978-1-5225-3068-8.ch004

Abstract

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.
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History And Overview Of Bradley University’S Esl Endorsement Program

The Department of Teacher Education at Bradley University offers both undergraduate and graduate programs of study. Undergraduate degrees are offered in Early Childhood Education, Elementary Education, Learning Behavior Specialist (Special Education), Middle School Education, and High School Education. Middle School and High School Education are offered in a variety of content areas, such as English, mathematics, and biology.

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