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

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Author(s): 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)
Copyright: 2021
Pages: 18
Source title: Research Anthology on Instilling Social Justice in the Classroom
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-7706-6.ch030

Keywords: Civic Engagement & Social Justice / Curriculum Development and Instructional Design / Information Science Reference / Social Sciences & Humanities

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

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