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.

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 cohort 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)
LING 5501—Introduction to Language Acquisition (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.

M.Ed. completion

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]

CARLA Summer Institutes

See course descriptions and course schedules.

Admission criteria

Admission to the program is based on the following criteria:

Completion of language proficiency assessments (see language proficiency page) and other required tests (see summary of state and program testing requirements)
Classroom experience with grades K-12 in the U.S.—100 paid or unpaid hours (for more information about this requirement, see Classroom Experience)
Cultural and other diversity experience
Personal statement
Grade point average (GPA)—at least 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.

How to apply

Application Materials

All applicants must submit the following items:

Official transcripts from all post-secondary institutions you have attended or are currently attending, except the University of Minnesota. Transcripts must be received from the issuing school in a sealed and stamped envelope. Any student with a U.S. bachelor's degree or a comparable foreign degree from an accredited college or university may apply to CEHD. Official transcripts of all previous post-secondary academic study must be submitted. If you completed coursework at a university outside of the United States, your transcripts must be evaluated by a professional credential evaluation center. Request a “course-by-course” evaluation. This process can take four-six weeks, so please plan in advance. A suggested provider of this service is Educational Credential Evaluators (ECE), P.O. Box 514070, Milwaukee, WI 53203-3470 (414-289-3400, fax: 414-289-3411).

All applicants must submit the following items with their online applications:

Résumé highlighting classroom experience, diversity experience, and other experiences relevant to your teaching field. The résumé must include the following details for each experience:
- Dates and total hours (e.g., October 2007-December 2007; two days/week to total 100 hours)
- Name and location of site
- Supervisor’s name and phone number
- Description of activities
- Description of the cultural background of the population with which you worked
Personal Statement that discusses your goals for becoming a language teacher. It is useful to describe how specific experiences have influenced your decision to become a teacher. Limited to two double-spaced pages, typed or word-processed, size-12 font.
Two letters of recommendation (submitted through the online application system) addressing your education-related experience, work style, and personal attributes. Include at least one letter from a K-12 site supervisor listed on your résumé.
Evidence of exposure to and use of a second language in a community of native speakers
High-level proficiency in the language to be taught, as measured by the required/appropriate language assessment(s) (see language proficiency). Nonnative speakers of world languages must demonstrate proficiency in the language for which they seek licensure and must have completed a minimum of two upper division courses focusing specifically on the development of advanced grammar and composition skills in that language. Native speakers of a world language in which licensure is sought do not have to take language proficiency tests in their native language; however, they must provide evidence that university-level academic coursework has been successfully completed in the language in which licensure is sought or show evidence of completion of a minimum of two upper division courses focusing specifically on the development of advanced grammar and composition skills in that language. They must also demonstrate proficiency in English.
A bachelor's degree from an accredited institution with at least a 2.80 overall GPA and a 3.00 GPA in major coursework.
Application fee charged when your online application is submitted. Fees must be paid with a credit card.

Nonnative English speakers and/or international students 

All nonnative English speakers must submit an official score report from the Test of English as a Foreign Language (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	100
Computer-based test	250
Paper-based test	600

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. Nonnative speakers of English seeking licensure in ESL must achieve a rating of Superior on the OPI. See language proficiency requirements.

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.

Apply Online

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, because 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 e-mail notifications of your status.
Your application status and decision will also be posted in your application account.

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—All application materials due

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 Praxis I test scores must be submitted to Student Services by June 1.

Before you begin the program

Testing

The Minnesota Board of Teaching requires licensure applicants to pass several standardized Praxis Series tests administered by Educational Testing Service (ETS). These tests are offered several times a year; students are responsible for registering for and taking Praxis Series tests by the required deadlines. Test information is available from The Praxis Series Information and Registration Bulletin, available at Student Services (612-625-6501) or the ETS Web site.

Students must pass the following tests to be recommended by CEHD for teaching licensure:

Praxis I: Pre-Professional Skills Tests (PPST). Students must take this test before starting the licensure program. Official Praxis I test scores must be submitted to Student Services before starting the program.

The following tests must be taken before licensure program completion:

Praxis II: Subject Assessments—Agriculture

Praxis II: Principles of Learning and Teaching (PLT) Tests

See more details at Praxis testing.

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, e-mail: stuteach@umn.edu.

Completing the program

Applying for licensure

Career information for teachers ( CEHD Career Services center)

After teaching for at least one year, you can earn your M.Ed. degree by completing four courses from the following lists with at least a 2.80 overall GPA:

Required courses

MTHE 5314—Teaching and Learning Mathematics (3 cr) [available fall semester]
MTHE 5366—Technology-Assisted Mathematics Instruction (3 cr) [available spring semester]
MTHE 5993—Directed Studies in Mathematics Education (2 cr) [available every semester]
Elective course (choose one):
MTHE 5155—Rational Number Concepts and Proportionality (3 cr)
MTHE 5171—Teaching Problem Solving (3 cr)
MTHE 5172—Teaching Probability and Statistics (3 cr)
MTHE 5355—Mathematics for Diverse Learners (3 cr)