Students interested in teaching English as a foreign language can apply to our International TESOL Semester program. International TESOL combines cultural training, rigorous academic courses, and hands-on work with English Language Learners in US elementary and secondary schools, to help pre-service education professionals gain firsthand experience using cutting-edge American English educational techniques. You will receive course credits as well as a certificate of completion at the end of the semester.
Students will receive 13-16 credits for the one-semester program.
ESOL 120: ESOL Communication (Advanced) (3 credits)
ESOL Communication (Advanced) is designed to develop advanced students’ participation, reading, and writing conventions so that they can become fully engaged members of Siena’s academic community. Through classroom discussions, presentations, and reflection papers, students gain confidence in listening, speaking, reading, writing, and providing peer feedback. Students are also introduced to the methods of doing research and citing sources.
ESOL 220: Academic Writing for ELLs (3 credits)
Academic Writing for ELLs is designed to enhance students’ knowledge of American English writing conventions and to facilitate improvement in their writing skills across written genres by exploring the processes of writing: comprehending, analyzing, and evaluating college-level texts; inventing, drafting, and revising; and seeking, providing, and responding to constructive feedback. Students also explore the methods of doing research and citing sources. Through classroom discussions based on assigned readings, in-class activities, writing assignments, peer reviews and reflection papers, students are expected to gain confidence in writing, revising, and providing feedback to others’ writing.
EDUC 310: Teaching English to Speakers of Other Languages (3 credits)
TESOL is designed to equip pre-service teachers with the theoretical background and strategies for successfully teaching English to those who speak languages other than English in their homes. Through in-depth readings, classroom discussions, and presentations, students will begin to master the body of knowledge relevant to teaching English Language Learners (ELLs). A twenty-hour field experience including observation of experienced ESOL educators and hands-on experience developing, planning, and teaching ELLs will help students develop successful classroom strategies and practices.
ATDV 250: The American TESOL Experience (1-3 credits)
This course provides community liaisons among experienced ESOL teachers at all levels, from Kindergarten through Adult Ed. Students spend between one and three hours per week observing and interviewing community partners of their choice, then meet to discuss their field experience and its effect on their practice.
EDUC 260: Educational Psychology (3 credits)
This course is intended to help the prospective teacher interact effectively in the social-learning environment that is established between student and teacher and among students in group and individualized settings. The focus is theoretical as well as applied. Emphasis is on establishing a foundation for making sound and informed educational decisions based on the body of knowledge that pertains to teaching and learning within the framework of human development. Differences between the middle school and high school populations will be explored. As an outcome of the course, the prospective teacher should be able to apply knowledge of the learner, the learning process, and the learning setting to create an environment that offers a diverse student population the greatest opportunity to learn. A twenty-hour field experience is required.
EDUC 261: Foundations of Language and Literacy (3 credits)
The acquisition and development of language is examined as the foundation of literacy. Three populations are studied: native English speakers with intact abilities and with impairments; speakers whose dominant language is not English; and speakers of variants of English. Children and early adolescents are viewed as applying cognitive strategies actively in processing spoken language and in deriving meaning from print. Topics include environmental influences on language and literacy, discourse theory, pragmatics, participation structure, literacy at home and in school, use of writing and of literature to enhance learning, and the impact of technology on literacy. A twenty-hour field experience is required.
EDUC 225: Historical Social Foundations of Western Education (3 credits)
This course provides the student with an historical perspective as an aid to understanding contemporary education. It will deal with major educational ideas beginning with ancient Greece and continuing to modern times. It seeks to show the close relationship between education and political, social, and economic forces as well as to develop the impact of science on education.
*Alternatively, students may choose electives from the following departments: Education (EDUC), History (HIST), Political Science (POSC), Creative Arts (CREA); or others relevant to personal interests.