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13A.12.02.19

.19 English for Speakers of Other Languages (ESOL) (Prekindergarten—Grade 12).

A. To receive certification in English for speakers of other languages (prekindergarten—Grade 12), the applicant shall meet the requirements in §§B—D of this regulation.

B. Content Courses. The applicant shall have 21 semester hours of content course work taken at an IHE to include:

(1) 6 semester hours of course work in general linguistics and in structure of American English;

(2) 6 semester hours of course work in a single modern foreign language at the college or university level or the completion of a college level examination program or comparable test;

(3) 3 semester hours of course work in cross-cultural studies to include course work covering knowledge and sensitivity toward modern cultures; and

(4) 6 semester hours of course work in language learning to include course work such as language learning and acquisition, psycholinguistics, and language development.

C. Professional Education Courses. The applicant shall complete a planned program of undergraduate or graduate course work in professional education to include:

(1) 6 semester hours in foundations of education, including a course in psychological foundations of education;

(2) 12 semester hours in methodology for the ESOL teacher to include 3 semester hours in:

(a) ESOL methods;

(b) Methods in the teaching of reading to limited English proficiency (LEP) students;

(c) Methods in the teaching of writing to limited English proficiency (LEP) students; and

(d) ESOL tests and measurements;

(3) 3 semester hours in inclusion of special needs student populations; and

(4) 6 semester hours in supervised observation and student teaching in ESOL, or 1 year of successful teaching experience in ESOL.

D. Reading Courses. The applicant shall complete course work taken at an IHE or through CPDs including 6 semester hours in reading methods at the secondary level which shall include:

(1) Types of reading;

(2) Use of reading assessment data to improve instruction;

(3) Skills in reading including cognitive strategies in reading;

(4) Reading instruction including reading aloud strategies and methods for diagnosing reading difficulties and making instructional modifications and accommodations for the student;

(5) Strategies for intrinsic and extrinsic motivation for reading;

(6) Teaching students to learn from text by applying theories, strategies, and practices in daily classroom use including additional content in types of reading using authentic texts;

(7) Skills in reading including processing of multimedia information and strategies to connect reading with study skills; and

(8) Reading instruction that integrates content area goals with reading goals including strategies for students to communicate effectively orally and in writing about what they have read in content area texts.

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