ESOL Endorsement

Earn your ESOL Endorsement at Marylhurst

Demand for teachers with capabilities to teach bilingual and English language learners continues to grow in Oregon, according to a 2015 report from the U.S. Department of Education. Demographics within our schools are changing. Soon all teachers will have some English language learners in their classrooms, and you will need to be prepared.

Whether you are an experienced educator or are preparing to teach for the first time, the increase in the number of school administrators seeking education professionals with an ESOL endorsement, makes this a great time to differentiate your skill-set.

The ESOL program is designed for P-12 licensed educators.  If you seek to further support English language learners, the ESOL endorsement will enhance your expertise in language acquisition, cultural considerations, assessment, curriculum development, instruction and program evaluation. Graduate prepared to teach at the early childhood and elementary school levels or at the middle and high school levels.

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ESOL Endorsement Curriculum & Requirements: What You Will Study

Marylhurst ESOL Endorsement graduates continue to be driving forces of change, responding to growing cultural and language diversity within local classrooms. Discover the coursework that prepares you to teach bilingual and English language learners:

Benefit from an introduction to linguistic description as you study theories of language acquisition and applications to the classroom. Develop skills to analyze components of language and study first and second language acquisition theories. Attitudes toward dialect variation, approaches to teaching language complexity, and implications for the teaching of reading, writing and spoken language will be explored.

Explore the development of proficiency in cultural understanding and methods for applying these principles to elementary instruction. Discuss the effects of specific cultural influences and participate in experiential assignments to broaden your understanding of how cultures affect perceptions and learning. Explicit practical methods for incorporating this awareness into instruction are examined.

Alongside peer educators, discuss teaching curriculum content and literacy skills to elementary English language learners. Learn how to choose appropriate instructional strategies and materials for making content learning understandable while expanding the English language learner’s production and comprehension of spoken English. Examine the particular needs of students in acquiring early and continued literacy skills, and explore appropriate assessment for students not yet proficient in English.

Explore dimensions of culture, categories of social diversity, school-related dilemmas of stigmatized social groups and characteristics of the culture within your own specific school environment. Readings and experiential assignments will expand your understanding of new cultures and help you examine your own cultures with new eyes. Consider the implications for classrooms, school environment and school-community relations.

Carefully consider the legal, historical and cultural issues related to English as a second language in the state of Oregon as well as in the United States.

Benefit from in-depth guided practice in identifying the various aspects of language: sound system, grammar system, lexicon and language functions. Receive guided analysis of English phonological system, English grammar and grammar terminology. Alongside your peers, apply this knowledge to questions of assessing the student’s language, supporting language development and direct teaching about language.

Study sound instructional strategies to promote literacy development among English language learners. Expand your current knowledge of literacy instruction and curriculum as it relates to students with limited English language proficiency. Benefit from learned teaching resources and classroom strategies to involve students in reading and writing activities, and culturally sensitive assessment procedures to document student progress.

Examine the historical and legal foundations of ESOL and bilingual education. The history of laws, trends, and attitudes toward immigrants and English language learners will be analyzed in relation to contemporary immigration, social movement theory, and the psychological, social, and political characteristics of bilingualism and biculturalism in the United States. ESOL/bilingual education teaching will be considered in relation to laws, research findings, and second-language acquisition theory. This course will also provide critical readings of research-based programs, English-language proficiency standards, and give educators the tools to advocate for equity in their schools and school communities.

The practicum is a guided placement or position-embedded experience which provides the opportunity to apply course and program content, pedagogy, diagnostics, assessment, and leadership knowledge skills and attitudes.

ESOL Endorsement Learning Outcomes

While earning an ESOL Endorsement, you’ll be asked to demonstrate proficiency in each of the following learning outcomes:

  • Language: Demonstrate knowledge, understanding and application of the major concepts, theories and research related to the nature and acquisition of language. Exhibit the ability to construct learning environments that support ESOL and bilingual student language and literacy development.
  • Culture: Demonstrate knowledge, understanding and application of the nature and role of culture and cultural groups to construct learning environments that support ESOL and bilingual students’ cultural identities, language and literacy development.
  • Planning, Implementing and Managing Instruction: Demonstrate knowledge, understanding and application of standards-based practices and strategies related to planning, implementing and managing ESL and content instruction. Specifically, exhibit competency in classroom organization, teaching strategies for developing and integrating language skills and choosing and adapting classroom resources.
  • Assessment: Understand issues of assessment and use standards-based assessment measures with ESOL and bilingual students.
  • Professionalism: Demonstrate knowledge of ESL teaching history in contrast to new instructional techniques, research results, advances in the ESL field and public policy issues. Support and advocate for ESOL and bilingual students and their families, working collaboratively to improve the learning environment.
  • Technology: Use information technology to enhance learning and foster personal and professional productivity.

Ready to Start?

For endorsement programs, you are able to apply to start four times a year, with classes beginning fall, winter, spring and summer terms.  You may also choose to add an ESOL endorsement to your standard Master of Art in Teaching or Master of Education degree plan.

If you have any questions about this endorsement, connect with our Office of Admissions by requesting more information or emailing

  • Regionally accredited university (NWCCU accredited)
  • Approved by the Oregon Teacher Standards and Practices Commission
  • Part-time or full-time scheduling options
  • Many courses offered in the evenings or on the weekends
  • Small classes with individual focus from our renowned faculty
  • Engaging courses with team-orientated projects and networking opportunities

Let’s get started.

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