Second languages and cultures education
Master of education/initial licensure
(Minnesota state licensure in world languages
and cultures/ English as a Second Language (ESL) education)
By addressing teaching issues in both world language and ESL settings, the second languages and cultures education (SLC) post-baccalaureate initial licensure program gives students the opportunity to gain broad perspectives on language teaching and learning that are valuable in a range of programs and contexts.
Information session: Before applying to this program, applicants are strongly encouraged to attend an information session for an overview of admission and program requirements. Hour-long sessions are held at Student Services. Register online.
Program
The second languages and cultures education (SLC) initial licensure program at the University of Minnesota is designed to help enrolled students become accomplished professional second language educators for grades K-12. The program integrates the fields of world languages and English as a Second Language (ESL), enabling teachers from both fields to learn from each other. Theory and practice are also linked through concurrent coursework and student teaching—a nationally recognized approach to teacher education.
Master of education (M.Ed.)/initial licensure programs are for individuals with bachelor's degrees who want to become licensed teachers. These graduate-level programs provide rigorous, professional teacher preparation in accordance with Standards of Effective Practice for Teachers (SEPT) and content standards adopted in fall 1998 by the Minnesota Board of Teaching.
Included in the program is preparation on understanding student learning, working with diverse learners, developing a variety of instructional strategies, creating positive learning environments, and preparing for a collaborative positive professional relationship with colleagues. In addition, skills are developed in the implementation of national and state standards for both English as a Second Language and foreign languages.
Students enter a 15-month program integrating educational theory with classroom practice. This program is offered through the Department of Curriculum and Instruction (C&I) in the College of Education and Human Development (CEHD). Coursework, seminars, and student teaching immerse students in the world of second language learning at both elementary and secondary levels.
An important advantage of this program is its cohorts nature. Students begin classes together and continue through their course of study as a single group, building a valuable sense of community. Throughout their student teaching, prospective teachers work closely with experienced teachers, observing firsthand the daily rewards and challenges of the profession.
This program includes two components: initial licensure and M.Ed. degree. After successfully completing licensure requirements, students are recommended for Minnesota state licensure to teach world languages and /or English as a second language to grades K-12. After one year of classroom practice students complete the M.Ed. by taking additional credits.
The following licensure options are available:
- Arabic
- Chinese (Mandarin)
- French
- German
- Hebrew
- Italian
- Japanese
- Latin
- Norwegian
- Ojibwe
- Polish
- Russian
- Spanish
- Swedish
- English as a second language (ESL)
While many students choose to complete licensure in both ESL and a world language, licensure in one or two world languages is an available option.
After teaching for at least one year, students fulfill M.Ed. degree requirements by completing an additional three graduate credits in coursework that complements their teaching. Students have seven years to complete their degree, beginning with the first course(s) used in the program, and must maintain a 2.80 grade point average (GPA) for M.Ed. courses.
Curriculum
Students complete foundations, methods, and clinical experience coursework for licensure.
Prerequisite course
- PSY 1001 or PSTL 1281 or equivalent introductory psychology course
First and second summer terms
- EDHD 5001—Learning, Cognition, and Assessment (3 cr)
- EDHD 5003—Developmental and Individual Differences in Educational Contexts (2 cr)
- EDHD 5004—Teaching Students with Special Needs in Inclusive Settings (2 cr) (effective fall 2009)
- EDHD 5005—School and Society (2 cr)
- EDHD 5007—Technology for Teaching and Learning (1.5 cr)
- EDHD 5009—Human Relations: Applied Skills for School and Society (1 cr)
- LING 5001 or 3001—Introduction to Linguistics (4 cr) (to be completed first summer term)
- CI 5620—Introduction to Second Language Acquisition for Language
(3 cr) (to be completed
first summer term) - PUBH 6003—Fundamentals of Alcohol and Drug Abuse (1 cr)
Note: The PUBH-designated course listed above may not be applied toward the M.Ed. degree.
During the summer sessions, students take courses in foundations of education and linguistics to lay the groundwork for their remaining courses and for teaching in the K-12 setting. Foundations courses provide students with the psychological, sociological, philosophical, and theoretical foundations of education.
These courses lay the foundation for developing a breadth and depth of knowledge and skills in education. Through inquiry, analysis, and reflection, prospective teachers learn to examine educational issues from multiple perspectives. This coursework must be distributed over the summer before and the summer after the academic year of initial licensure work. The linguistics courses must be completed in the first summer.
Fall semester
- CI 5452—Reading in the Content Areas for Initial Licensure Candidates (1 cr) [online]
- CI 5631—Second Language Curriculum Development and Assessment (3 cr)
- CI 5632—Communication and Comprehension in Second Language Classrooms (3 cr)
- CI 5646—Understanding and Teaching English Grammar (3 cr) (required for students seeking state licensure in ESL)
- CI 5699—Clinical Experiences in Second Languages (single licensure candidates: 6 cr per semester for 12-cr total; dual licensure candidates: 8 cr per semester for 16-cr total)
In the fall, students take two methodology courses, taught as an integrated seminar. These courses lay the groundwork for issues and methods in second language instruction. Particular focus is given to second languages in elementary school settings, and the development of literacy in a second language. At the same time, students student-teach in elementary schools. The courses integrate theory and practice by drawing on this concurrent student teaching experience. Students also meet one afternoon per week in base groups to reflect and share experiences from their student teaching. All students seeking ESL licensure also take a course on English grammar.
Spring semester
- CI 5634—Content-Based Instruction in Second Language Settings (3 cr)
- CI 5635—Culture and Diversity in Second Language Classrooms (3 cr)
- LGTT 5101—Applications of Technology in Language Teaching (3 cr)
- CI 5699—Clinical Experiences in Second Languages (single licensure candidates: 6 cr per semester for 12-cr total; dual licensure candidates: 8 cr per semester for 16-cr total)
In the spring, the integrated seminar continues through two other methodology courses. The focus is on the secondary school setting, and students do their secondary level student teaching concurrently with these courses. In addition, the seminar focuses on issues related to culture and diversity in school settings.
May session
- CI 5696—Practicum: Teaching World Languages and Cultures in Elementary Schools (2 cr) (required for students seeking state licensure in world languages)
In the May session, students seeking licensure in a world language complete student teaching in that language in elementary school settings.
After teaching for at least one year, students complete the master of education degree by taking three graduate credits on a topic approved by SLC faculty. Courses should relate directly to students' teaching area and interests. Recommended courses are listed below. All course selections must be approved by faculty adviser.
Recommended courses include:
- CI 5619 Teaching Second Languages and Cultures in Elementary Schools
- CI 5641 Language, Culture and Education
- CI 5647 Teaching Middle and Secondary Immigrant and Refugee Students With Limited Formal Schooling
- CI 5657 Speaking and Listening in a Second Language
- CI 5660 Special Topics in Second Languages and Cultures: Teaching Academic English to ELLs [online]
See course descriptions and course schedules.
Admission criteria
Admission to the program is based on the following criteria:
- Prerequisite courses for content area knowledge:
- Applicants must have a fully developed knowledge base of the subject area they plan to teach. This knowledge is recognized through completion of prerequisite courses.
- A transcript review can be completed before applying. To have your transcript(s) reviewed, please email a copy of all unofficial transcripts to the Prospective Graduate Student Adviser and Recruiter, Jontue Austin.
- Please allow two weeks for a completed transcript review to be emailed to you.
- If your transcript is from outside of the United States, you must arrange for a national evaluation (see #3 under the Application materials heading below).
- Grade point average (GPA):
- Grade point average (GPA)—2.80 overall GPA and 3.00 GPA in major coursework at the time of application. Bachelor’s degree must be completed at the time of matriculation.
- Bachelor’s degree must be completed at the time the program begins.
- Classroom hours:
- Minimum requirement is 100 hours in the classroom. Competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- Must be completed within grades K-12 in a U.S. public or charter school.
- For more information about this requirement, see the Classroom experience website.
- These hours are to be documented on the Classroom Hours form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Additional related experiences
- Additional related experiences are considered to be outside of a classroom setting and related to the field of teaching.
- Although there is no minimum hour requirement for additional experiences, competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- These experiences are outside of the required classroom hours and are to be documented on the Additional Related Experiences form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Admission statements
- There are three statements required to complete the application:
QUESTION A: Experience with difference
Please describe a specific experience in your life that required you to navigate through an environment or situation different from that which you are familiar. How did you approach this experience? What did you learn? Note that the experience you describe may reflect difference across dimensions such as race, socio-economic status, gender, language, religion, geography, sexuality, special needs.
QUESTION B: Educational disparities
Disparity in educational outcomes is a major challenge in Minnesota. How do you account for these disparities? How do you view your role as a future educator in addressing educational disparities?
QUESTION C: Becoming a teacher
Discuss your life and work experiences that have influenced your decision to become a teacher.
- Write statements as separate documents (e.g., Question A is one document, Question B is a separate document, etc.), save them separately to your computer, and upload them separately into the application system.
- Each statement should be no longer than 2 double-spaced pages with 12 point font.
- At the top of the statement page, include your name and the question title (e.g., Question A: experience with difference).
- For tips on writing an effective personal statement, watch the Writing effective personal statements online workshop.
- Please visit your writing center for feedback on your statements, as CEHD staff are unable to provide this service.
- We will evaluate your statements to:
- Ensure best fit between applicants and proposed Initial Licensure Program
- Capture ability and experiences not reflected in other admission materials
- Evaluate academic writing skills
How to apply
-
Apply Online
- Be sure to save your PIN number and password, so that you can work on the application over time.
- Take your time and follow instructions carefully! Once your application is submitted, you will no longer have access to add/change information or upload required supplemental material.
- As your application is reviewed, you will receive email notifications of your status.
- Your application status and decision will also be posted in your application account.
- Submit all six required application materials (listed below)
- You will only upload materials listed below into the “Additional Program Specific Uploads – Initial licensure program” section – please disregard all other sections requesting information
- Transcripts
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
CEHD Student Services – ILP Admissions
360 Education Sciences Building
56 East River Road
Minneapolis, MN 55455 - If you completed coursework at a university outside of the United States, your transcripts must be evaluated by a professional credential evaluation center by requesting a “course-by-course” evaluation. This process can take 4-6 weeks, so please plan in advance. A suggested provider of this service is Educational Credential Evaluators (ECE). You can, however, use any provider that is an accredited member of the National Association of Credential Evaluation Services (NACES).
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
- Classroom Hours form (upload into the application system in the “classroom experience form” section.)
- Additional Related Experiences form (upload into the application system in the "additional related experiences form" section
- Three Admission Statements
- Each statement is to be uploaded into the application system separately under the “Additional Program Specific Uploads – Initial licensure program” section for “Question A”, “Question B”, and “Question C”.
- Two Letters of Recommendation
- These will be requested and submitted through the application system.
- These letters should address your education-related experiences, work style, and personal attributes.
- One letter must be from a 5-12 site supervisor listed on your Classroom Hours form.
- Application fee
- This fee is charged when you submit your application and is required for each application you submit.
- Fees must be paid online with a credit card.
Nonnative English speakers and/or international students
- Submit an official score report from the Test of English as a Foreign Language (TOEFL). Register for the test and submit scores here: http://www.ets.org/toefl/.
- Exceptions may be granted for applicants who will have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States before entering the University of Minnesota.
- Minimum TOEFL score requirements are listed below:
| Internet-based test | 79-80 |
| Computer-based test | 213 |
| Paper-based test | 550 |
- Applicants may also be required to demonstrate spoken English proficiency in an Oral Proficiency Interview (OPI) and/or oral interview with faculty or staff. Contact Student Services for more information.
- International applicants who will require an I-20 for a student visa must submit a Financial Certification Statement, which will be mailed to you upon admission to the program.
- Questions regarding the TOEFL should be directed to TOEFL Services, Inside the U.S. and Canada: 1-877-863-3546, Outside the U.S. and Canada: 1-609-771-7100
Timeline
Prior to December 15: check the admission criteria and plan to complete the required classroom experience and tests by the deadline or contact an adviser if special circumstances prevent this.
December 15—Priority deadline for admission—All application materials must be submitted by this deadline to be given full consideration for admission.
Applications received or completed after this deadline will be reviewed on a space-available basis. We are unable to determine if space is available until after April 1.
February—Submit Free Application for Federal Student Aid (FAFSA) form for financial aid
February/March—Committee review of applications
Late March—Notification of admission decisions
May 1—Deadline for University of Minnesota application for summer financial aid (eligible if FAFSA has been submitted)
Mid-May—Orientation and summer registration
Early June—Summer term begins. To be eligible to start the program in June, the student’s official MTLE Basic Skills test scores must be submitted to Student Services by June 1.
Before you begin the program
Minnesota Teacher Licensure Exam
As of September 2010, the Minnesota Board of Teaching requires licensure applicants to pass the Minnesota Teacher Licensure Exams (MTLE). These tests are offered several times a year; students are responsible for registering for and taking MTLE tests by the required deadlines. The GRE is not required for our teacher licensure programs.
Students must pass the following tests to be recommended by CEHD for teaching licensure:
- MTLE Basic Skills Tests. Students must take this test before starting the licensure program. Official test scores must be submitted to Student Services before starting the program.
The following tests must be taken before licensure program completion:
- MTLE Content Area Test: (Candidates take all the applicable tests corresponding to their licensure areas)
- MTLE Pedagogy Test: Elementary (Grades K-6) or Secondary (Grades 5-12) (Take just one)
English as a Second Language (Grades K-12)
World Language and Culture: Chinese (Mandarin) (Grades K-12)
World Language and Culture: French (Grades K-12)
World Language and Culture: German (Grades K-12)
World Language and Culture: Spanish (Grades K-12)
Take the content area test prior to final student teaching.
Take the pedagogy test during the semester of final student teaching.
Find out more about the MTLE »
Criminal background check
Before starting student teaching or practicums, students are subject to a criminal background check required by the college. The investigation is conducted by a private agency contracted by the college and is designed to meet school district guidelines governing adults with responsibility for children. Decisions about candidate placement will be made by the district approving the assignment. For background check details and fees, contact Bob Utke at CEHD, 612-625-1084, email: stuteach@umn.edu.
Completing the program
Career information for teachers (CEHD Career Services center)
After teaching for at least one year, you can earn your M.Ed. degree.
Faculty and staff
Prospective Student Advisor
Michelle McElroy
Phone: 612-625-3339
Email:
cehdinfo@umn.edu
Core faculty
Martha Bigelow
612-624-7087
email: mbigelow@umn.edu
Kendall King
612-625-3692
email: kendall@umn.edu
Susan Ranney
612-626-0319
email: ranne001@umn.edu
Diane Tedick
612-625-1081
email: djtedick@umn.edu
Constance Walker
612-625-4828
email: walke002@umn.edu
Other resources
Revised January 2012
