with Seattle Pacific University (2013-2017)

ELT 5530

Foundations of English Language Teaching: Theory and Application (3 credits)

This course addresses the general principles of how learners acquire a new language and establishes a framework for English Language Teaching. The framework and the principles are applied to the language classroom through unit plan development. This course is required for the TESOL 12 credit certificate and the WA State ELL Endorsement. Site-based and online.

This course is a pre-requisite for many other classes and it is the first class for students to take.


ELT 5531

Approaches and Methods in English Language Teaching (3 credits)

Participants will analyze and evaluate traditional and current methods for language teaching in order to select between approaches, methods and activities appropriate for diverse teaching situations. Development of reading and writing skills in a communicative language teaching framework will be emphasized. The efficacy of these methods and strategies will be assessed for different student populations, skill areas and proficiency levels.

Pre-requisite: ELT 5530


ELT 5532

Grammar in English Language Teaching (3 credits)

Upon completion of this course, participants will be better prepared with knowledge, resources, and activities to facilitate the development of English grammar for learners. Participants will learn relevant grammar terminology and rules, approaches to teaching grammar, and instructional strategies.

This course is required for the TESOL 12 credit certificate and the WA State ELL endorsement.


ELT 5533

Materials Development and Resources in English Language Teaching (3 credits)

Participants will survey existing English language teaching materials and resources, including textbooks and websites; develop guidelines for evaluating materials; practice developing a variety of original materials in various formats (print and technology-based).

Pre-requisite: ELT 5530


ELT 5534

Reading and Writing in English Language Teaching (3 credits)

This course is designed to provide participants knowledge, strategies, and skills to work with adult learners who are at various stages of literacy development (from pre-literacy to high intermediate levels).

Pre-requisite: ELT 5530


ELT 5535

Pronunciation in English Language Teaching (3 credits)

This course introduces participants to English pronunciation features, key terms, and concepts. This knowledge is applied to the analysis of non-native speaker English and to the development of strategies to improve the fluency and comprehensibility of ESOL students. Participants will work directly with non-native speakers during class to practice applying the strategies. The independent final project requires analysis of an individual learner’s speech.


ELT 5536

Cultural Issues in English Language Teaching (3 credits)

This course explores the cultural aspects of language in general and the effect of culture on language acquisition. Particular attention is given to the various cultural groups found in U.S. classrooms in order to prepare teachers for the diverse classroom.

This course is required for the WA State ELL Endorsement.


ELT 5537

Content-based English Language Teaching (3 credits)

This course is designed to prepare the general secondary teacher to address the needs of English Language Learners. Participants practice strategies to merge both content and language objectives in unit and lesson planning, including text analysis and adaptation.

Prerequisite: ELT 5530; This course is required for the WA State ELL Endorsement (for secondary teachers)

Content-based English Language Teaching is a method that integrates ESL instruction with subject matter instruction. The technique focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects, as well as professional subject areas such as information technology, business or health.

ELT 5538

Young Learners and English Language Teaching (3 credits)

This course focuses on best practices involved in teaching English to children ages 5-11 in both the U.S. and overseas settings. Child development and language acquisition will be examined in the context of the elementary-aged child. Participants will practice using music/song, storytelling, movement, and drama for language development.

Prerequisite: ELT 5530. This course is required for the WA State ELL Endorsement (K-5 teachers)


ELT 5539

Teaching English for Specific Purposes (3 credits)

This course is designed to prepare participants to meet the needs of students learning English for specific workplace settings, such as business, medical, health, or technical fields. Participants will be able to conduct needs analysis, design materials in the four language skills within the context of specific content, adapt material for various language levels, and will become familiar with resources and materials.

Prerequisite: ELT 5530

Teaching Business English and ESP (English for Specific Purposes) is a great way to “professionalize” your repertoire of teaching skills, compete for higher salaries, and increase your potential as a freelance teacher. Experience in Business English and ESP is highly-valued overseas, especially in Asia, the Middle East and Western Europe.

ELT 5542

Assessment of English Language Students (3 credits)

This course introduces fundamental assessment principles and terminology and their practical application to the language classroom. Participants will design tests for all language skills and understand the positive effects of assessment on classroom instruction.

This course is required for the WA State ELL Endorsement.


ELT 5545

Classroom Issues and Management in Teaching English Language Learners (3 credits)

This online course requires participation in an English language classroom (20+ hours in a K-12 setting for endorsement candidates, or 20+ hours in an adult education setting for TESOL certificate candidates) over the duration of a quarter. Participants will observe, reflect upon, and analyze their own beliefs about language, learning, lesson planning, cultural diversity, and lesson implementation. Strategies for lesson differentiation and enhancing classroom management are included. In this class, participants will demonstrate leadership potential via the creation of independent research projects which are intended for designated professional audiences. Topics include history and legal issues of ELL programs in WA State, advocacy for ELL students and their families, and support for colleagues and administrators. This course helps prepare ELL Endorsement Candidates for the SPU Field Experience course (EDCN 5730) and must be completed prior to it.

Pre-requisite: ELT 5530 and permission of the School of TESL Director. This course is required for the WA State ELL Endorsement.


ELT 5546

Professionalism, Advocacy and Leadership in English Language Teaching (2 credits)

This course expects participants to demonstrate leadership potential via the creation of independent research projects which are intended for designated professional audiences. Topics include history and legal issues of ELL programs in WA State, advocacy for ELL students and their families, and support for colleagues and administrators. Must be completed prior to SPU Field Experience Course.

Pre-requisite: Requires permission of the S-TESL Director.


ELT 5547

Foundations of Bilingual Education (3 credits)

This course examines the history of bilingual education in the United States and the impact of policies and mandates on the education of culturally and linguistically diverse students.
Through course readings and assignments, students will develop an understanding of the theoretical foundation and rationale for bilingual education, as well become familiar with practices for implementing or modifying curriculum and instruction for bilingual education models. This course is designed to meet the standards and course requirements for Washington State Bilingual endorsement candidates.

with Seattle University (until 2013)

The following courses were offered during the period of our partnership with Seattle University. All classes were approved by Seattle University College of Education. Classes varied slightly over time, but were always designed to meet university accreditation standards, WA State ELL Endorsement requirements, and best practices in TESOL.


EPDES 930

TESL: Theory and Application (3 credits)

DESCRIPTION: This course addresses the general principles of language acquisition, and guidelines for teaching English as a Second Language. The specific classroom application of principles and guidelines will be emphasized through lesson and unit plan development.

COURSE GOALS: Participants will understand theories of Second Language acquisition; develop skills to enhance language acquisition in students; sequence activities for maximum language acquisition; develop unit plans which apply theories to an instructional setting; and critique units for language acquisition classes.


EPDES 931

Methods of Language Acquisition (3 credits)

DESCRIPTION: Specific methods (traditional and contemporary) for language acquisition will be analyzed and evaluated for effectiveness with different student populations, skill areas, and proficiency levels. Upon completion of this course, participants will be better prepared to choose approaches, methods, and activities in diverse and challenging teaching situations.

COURSE GOALS: Participants will gain knowledge of current methods of teaching in language classrooms; design lesson units focusing on one teaching method; critique others’ units; and micro-teach portions of their lesson units.


EPDES 932

Teaching Grammar to ESOL Students (3 credits)

DESCRIPTION: This course is designed to provide the instructor of ESOL with tools to facilitate grammar acquisition. Participants will learn grammar rules and develop strategies for instructing ESOL students in grammar.

COURSE GOALS: Participants will gain confidence in explaining the grammar of English; develop instructional activities which facilitate grammar acquisition; learn ways to sequence grammar activities; write a complete lesson unit for one grammar point; and implement several grammar activities with an ESOL class.


EPDES 933

Materials Selection and Development in TESL (3 credits)

COURSE DESCRIPTION: Participants will survey existing ESL materials to become familiar with resources for teaching ESL. In addition, participants will explore guidelines regarding teacher-created and student-created materials. Creation of instructional materials is required during the course.

COURSE GOALS: Participants will become familiar with commercially-available texts and resources in ESL; evaluate currently available texts and resources in ESL; learn steps and guidelines in developing all materials for one teaching unit; and write materials for one teaching unit.


EPDES 934

Teaching Reading and Writing to ESOL Students (3 credits)

COURSE DESCRIPTION: This course examines the challenges of providing ESL instruction for students who are in widely varying stages of the literacy continuum, from pre-literacy to academic success. Instructional strategies for increasing literacy levels of ESL students will be addressed as will the development of instructional materials which are appropriate for the literacy level of the intended ESL student. Prerequisite: EPDES 930.

COURSE GOALS: Participants will recognize literacy levels for all ESL students; learn reading and writing activities which develop literacy skills at each level of literacy; become aware of own reading and writing processes; and write lesson units for literacy development at all levels.


EPDES 935

Cultural Variables in Teaching English as a Second Language (3 credits)

COURSE DESCRIPTION: This course explores cultural diversity through readings on different cultural groups present in ESL classrooms. Particular emphasis is placed on the influence of culture on language acquisition.

COURSE GOALS: Participants will learn of many cultures through readings and interviews with members of a culture other than their own; participants will become aware of the influence of culture on language development and classroom behavior; and become sensitive to the need to adapt classroom activities and techniques for differing cultures.


EPDES 936

Teaching Content to ELL (3 credits)

COURSE DESCRIPTION: This course is particularly designed for the teacher of mainstreamed ESOL students as well as other ESOL teachers. It emphasizes the merging of content instruction and language development and provides the ESOL teacher with text-analysis skills and includes analysis of strategies which provide supplemental assistance to the special needs student.

COURSE GOALS: Participants will be able to understand the special needs of English Language Learning (ELL) students who have been mainstreamed; conduct text-analysis as a way of anticipating problems ELL students; adapt and supplement mainstream classroom texts for ELL students; and write a lesson unit for the mainstream classroom that also attends to the special needs of the ELL student.


EPDES 937

Linguistics for the ESL Teacher (3 credits)

COURSE DESCRIPTION: This course is a survey of general linguistics with attention to use by the ESL classroom teacher. It provides a review of current research regarding linguistics, and provides an opportunity for course participants to develop skill in linguistic analysis.

COURSE GOALS: Participants will understand languages as systems, in particular English. Students will become familiar with terminology and issues of modern linguistics. Students will complete linguistics analysis of taped conversation with ESL student.


EPDES 938

Testing and Evaluation of ESOL Students (3 credits)

COURSE DESCRIPTION: This course reviews testing principles and provides an opportunity for ESL instructors to design tests for all language skills and components. Standardized as well as instructor developed instruments will be included.

COURSE GOALS: Participants will become familiar with current placement and progress tests in ESL; become familiar with principles of testing in all language areas; and write tests for all language areas. Emphasis is on improving assessment for classroom teachers by developing classroom assessments, portfolios, and appropriate scoring tools.


EPDES 939

Student-Centered Learning in TESOL (3 credits)

COURSE DESCRIPTION: The course focuses on the importance of student-centered learning and ways to implement student-centered strategies in the ESL classroom. An emphasis is placed on use of cooperative learning and multiple intelligences in the ESL classroom.

COURSE GOALS: Participants will learn theories supporting cooperative learning, student-centered classrooms, learning styles, and multiple intelligences. They will discuss the appropriateness of all; prepare lesson units that are student-centered; and micro-teach portions of a lesson unit.


EPDES 940

Self-Analysis and Improvement in TESOL (3 credits)

COURSE DESCRIPTION: This is an individualized course which may be taken after EPDES 930 and completion of teaching experience. Using School of Teaching ESL guidelines, and recommended reading, the participant conducts a self-analysis of teaching expertise. Personal growth plans are developed.

COURSE GOALS: Participants will become aware of various methods for evaluating own teaching; and be able to use various methods to evaluate own ESL teaching experience and set objectives for further growth.


EPDES 942

Teaching English Pronunciation (3 credits)

COURSE DESCRIPTION: Course provides participants with skill in identification and analysis of speech difficulties of ESOL students. Participants will increase skill in diagnosis and development of improvement strategies for ESOL students.

COURSE GOALS: Participants will be able to identify pronunciation, intonation, and delivery problems of limited English speakers, be able to choose teaching techniques to improve their students’ pronunciation, intonation and speech delivery, and be able to test the effectiveness of the techniques.


EPDES 944

Curriculum and Program Design in TESOL (3 credits)

COURSE DESCRIPTION: Participants will be exposed to issues in language curriculum development, including needs analysis, planning goals and learning outcomes, and syllabus design. Participants will create a proposal for a curriculum development project in their own institution.

COURSE GOALS: Participants will understand the differences between lesson planning, unit planning, and curriculum development. Participants will become familiar with the components of curriculum development and the steps to take to develop a curriculum for language programs.


EPDES 945

Computer Enhanced Language Teaching (3 credits)

COURSE DESCRIPTION: This course explores the research supporting the use of computers in English language teaching, computer-based activities which enhance the acquisition of language, and issues related to the limitations and power of computers in education.

COURSE GOALS: The course will include the following about computers in language teaching: a) the research which supports the use of computers to enhance language teaching, b) discussion of the trends and issues related to computers in language teaching, c) designing teaching units which incorporate computer-enhanced language teaching, and d) exposure to and practice with activities that use computers to enhance language teaching, including practicum with ESL students.


EPDES 946

Professional Leadership in TESOL (2 credits)

COURSE DESCRIPTION: Participants will research and discuss the history and legal issues concerning the education of ESOL learners in the United States and in Washington State.

COURSE GOALS: Participants will learn to advocate for ESOL students. Participants will gain the knowledge to serve as TESOL resources for other education professionals. Participants will gain the ability to present information/training regarding TESOL to groups outside TESOL.


EPDES 960

Teaching English to Young Learners (3 credits)

COURSE DESCRIPTION: This course examines the special language learning needs of children ages 5-11 in both second language and foreign language settings. The course will examine child development issues and second language acquisition as they relate to young learners. Instructional strategies (including the use of music and song, storytelling, movement, and drama) for increasing motivation and engagement will be practiced.

COURSE GOALS: Participants will recognize the special needs of young learners in both foreign and second language environments. Participants will develop understanding of child language acquisition and how to enhance language development in all skill areas. Participants will develop lesson and unit plans which apply theories to a classroom setting. Participants will become familiar with standards (both EFL and ESL) for young learners in language classrooms.


EPDES 961

Teaching Business English (3 credits)

COURSE DESCRIPTION: Participants in this class will learn how to meet the needs of students learning English for business purposes in various settings. Course will cover all four language skill areas within a business context, how to adapt or create relevant materials, and how to prepare to teach a Business English class. Participants will become familiar with resources and materials for Business English.