Online ESL Courses at Accredited Schools

University of Phoenix, the school below with the highest overall ranking, is effective at equipping students via its ESL courses to be successful english as a second language instructors, ESL trainers, ESL teachers, ESL tutors, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 65,490 people employed as english language and literature teachers alone in the US, and their average annual salary is $65,860. Adult literacy, remedial education, and GED teachers and instructors make on average $50,390 per year and there are about 68,430 of them employed today.

ESL Organizations ESL Common Job Tasks
  • instructing adult students and out of school youths
  • teaching students in one on one situations
  • readjusting techniques to suit the students needs
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Ranked by Excellence

ESL Courses at University of Phoenix

Program Name: California Teachers of English Learners Certificate
Foundations of Instruction for English Learners
Course Number ELD502
Credits 3.0

Course Description This Course Introduces Students To The Principles Of Teaching English Learners. It Addresses Effective Collaboration Among English Learners, Their Families, Paraprofessionals, And The Community To Improve Learning. Effective Instructional Techniques, Methodologies, Resources, And Cultural Awareness Are Also Explored. Topics And Objectives Issues And Characteristics Related To English Learners Define Characteristics And Goals Of English Language Development (eld) Programs And Their Supporting Philosophies. Examine Challenges Related To The Education Of English Learners. Describe Various Academic, Emotional, And Linguistic Fundamentals That Influence English Learners. Policies And Program Models For English Learners Examine Historical And Current Policies That Influenced The Development Of English Language Development (eld) Programs. Compare And Contrast Characteristics Of Various Program Models. Analyze The Factors Related To Eld Special Education, Including Gifted And Talented Education. Principles Of Effective Instruction For English Learners Analyze Effective Instructional Practices. Evaluate The Influences Of Cooperative Learning. Examine The Value Of Critical Pedagogy With English Learners. Language Arts And Literacy Instruction For English Learners Examine The Process Of Second Language Acquisition. Identify Instructional Approaches In Teaching A Second Language. Evaluate The Use Of Literacy Across The Curriculum. Content Instructional Methodologies For English Learners Identify Instructional Standards In Math, Science, And Social Studies Instruction For English Learners. Analyze Effective Instructional Methods For Teaching Math, Science, And Social Studies To English Learners. Explain Cultural Issues In Math, Science, And Social Studies Instruction. School, Community, And Family Collaboration Define Culture. Evaluate The Process In The Development Of Cultural Identities. Compare And Contrast Prejudice And Discrimination. Identify Characteristics Associated With Language-minority Communities. Examine The Relationship Between Cultural Diversity And Educational Achievement. Summarize The Historical Context Of Language-minority Communities. Determine Characteristics Of Effective School, Community, And Family Collaborations.


Assessment of English Learners
Course Number ELD504
Credits 3.0

Course Description This course discusses standardized and authentic assessments and assessment strategies in the areas of literacy and biliteracy development of English Learners. Issues associated with the interdependent relationship between teaching and assessment are addressed in addition to effective parental and/or community involvement in literacy development. Topics and Objectives Policy and Rationale for Assessment Determine the purpose for assessment of English learners. Examine standard-based reforms. Analyze assessment accommodations or modifications for English learners. Discern the relationship among standards, assessments, and instructional planning. Explore assessment and its link to educational services for English learners. Process of Second Language Acquisition Describe the relationship between first and second language literacy. Analyze the connection between oral language and literacy development. Demonstrate facilitative approaches to enhance language growth. Identify literacy skills assessed in educational settings. Reading and Writing Assessment Examine research related to reading and writing assessment. Analyze implications and applications for instructional literacy practices. Analyze research regarding the assessment of reading comprehension strategies for English learners. Select appropriate pre-reading, during-reading, and post-reading strategies. Content Area Assessment Compare and contrast the characteristics and uses of standardized and informal assessments. Develop appropriate rubrics to assess reading, writing, listening, and speaking proficiencies. Identify how demographics have impacted content assessment. Examine features of content area reading that pose difficulty to English learners. Analyze how assessments influence instructional practices in educational settings. Assessment and Intervention Explain the evolution of English learner programs Evaluate the interaction between first and second language literacy processes. Review guiding principles to foster biliteracy instruction. Evaluate options for assessing English learners’ cognitive and academic abilities. Determine the appropriateness of various assessments tools used to measure literacy proficiencies. Examine the relationship between language assessment and literacy instruction. Assessment of Parental and/or Community Involvement with Literacy Synthesize research implications for effective parental and/or community involvement. Apply research findings to enhance parental and/or community involvement. Identify characteristics associated with diverse educational and/or work communities.


Understanding Language Acquisition and Cognition
Course Number ELD506
Credits 3.0

Course Description This course examines language structure and use. The course also addresses second language acquisition theories, strategies, and the nature of cognitive and affective language development to assist the teacher of the English Learner. The course focuses on language acquisition development, and it provides the basis for effective instructional strategies including methods, techniques, and materials to be used with linguistically diverse students. It examines the critical elements of learning issues associated with linguistically diverse students, including the learning styles and interconnected variables that interact in second language learning and thought processes. Topics and Objectives Grammatical and Pragmatic Aspects of Language Define the term morpheme and the rules of word formation. Explain the use of morphemes to create meaningful words. Examine the properties of semantics. Analyze sentence structures and phrase meanings. Compare and contrast the use of pragmatics in a variety of social contexts. Phonetics and Phonology Identify speech sounds and alphabetic principles. Analyze articulatory phonetics of consonant formation. Describe articulation of vowel production. Identify a variety of suprasegmental features. Examine rules of phonology, pronunciation of morphemes, and phonemes. Cognitive and Affective Language Learning Theory Examine oral and written language acquisition strategies for primary and second language learning as they relate to different age and proficiency levels. Analyze the integrated nature of cognitive and affective language development, including social, regional, and functional factors. Secondary Language Acquisition for the English Learner Define the semantics and pragmatics of language acquisition. Review the major theories of second language acquisition. Demonstrate an understanding of the role of English as a second language in alternative language services. Apply the nature and process of language acquisition to classroom instructional methods and materials. Relationship of Culture to Language Learning Identify the relationship between language and culture and its impact on English learner instruction in alternative language service programs. Socio-cultural Factors in the Classroom Explore socio-cultural factors in the classroom, including stereotypes, attitudes, acculturation, and classroom culture. English Learner Instructional Strategies Analyze the origin, structure, and function of dialects and their effect on classroom instruction. Identify typical vocabulary and word formation difficulties and grammar-related communication difficulties of linguistically diverse students. Determine strategies to improve reading comprehension of linguistically diverse students. Learning Styles and Their Implications for English Learner Classrooms Analyze processing styles, learning styles, and communication strategies of English learners.


Teaching Reading and Writing to English Learners
Course Number ELD535
Credits 3.0

Course Description This course examines literacy issues related to the acquisition of English and the use of home language by English Learners (EL) in all second language programs. It also presents processes and strategies to enhance the biliteracy skills of English Learners. Topics and Objectives Program Models for Biliteracy Development Define biliteracy and describe the differences between bilingual programs and biliteracy. Identify characteristics and indicators of effective biliteracy development programs. Examine a variety of educational programs that enhance biliteracy skills. Discuss the effect of recent legislation and citizen initiatives on bilingual education programs. Language Acquisition Describe testing requirements for English Learners and how students are placed in a level of competence. Analyze various theories of language acquisition. Describe processes and factors of learning a second language in the school setting. Oral Language Development Identify characteristics of oral language production for beginning and intermediate English Learners. Examine instructional strategies that strengthen oral language development. Analyze the influence of oral language proficiency in content areas. Identify classroom assessments of second language oral development. Emergent Biliteracy Identify factors that influence early literacy development. Examine theoretical perspectives and research on emergent literacy. The Reading Process for English Learners Examine research regarding second language reading and biliteracy. Identify characteristics and instructional strategies of beginning and intermediate readers. Describe instructional reading strategies for English learners. Writing as a Process Identify the steps of process writing. Describe the benefits of process writing for English Learners. Evaluate the use of peer collaboration and editing in writing. Identify characteristics of beginning and intermediate writers. Identify strategies to enhance writing skills. Reading and Writing across the Curriculum Examine research on integration of reading and writing. Integrate content area strategies for reading and writing. Analyze how thematic units enhance reading and writing skills. Classroom Practices for Biliteracy Examine the pre-, during-, and post-reading strategies that promote biliteracy development. Describe the benefits of scaffolding for biliteracy development. Analyze the characteristics of Sheltered Instruction (SI) or Specially Designed Academic Instruction in English (SDAIE) that promote biliteracy development. Assessment of Reading and Writing Describe theoretical approaches to literacy assessment. Identify a variety of assessment tools. Examine the use of multiple measures of assessment.


Program description: Graduate California Teachers Of English Learners Certificate
This program is available only for individuals with a California teaching credential. It fulfills requirements for the Cross-cultural Language and Academic Development (CLAD) certificate. Consisting of four six-week courses, the curriculum has been designed around the Candidate Competency Standards set forth by the Commission on Teacher Credentialing.

Learners enrolled in this program gain a depth of knowledge regarding current theories and research in the specialized instruction of English-language development. They will develop a foundation for understanding cultural differences among English learners-and how those differences relate to academic achievement in a culturally inclusive environment. Language structure and use, and first- and second-language development is investigated. Throughout the program, strategies for instruction and assessment of a linguistically diverse student body are addressed.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

ESL Courses at Western Governors University

Program Name: Endorsement Prep. Program in ELL (PK-12)
Culture
Course Number CUA1
Credits 3.0

Performance assessment


Language Production, Theory and Acquisition
Course Number LPA1
Credits 4.0

Performance assessment


Theories of Second Language Learning Acquisition and Grammar
Course Number SLO1
Credits 3.0

Objective assessment


Planning, Implementing, Managing Instruction
Course Number NNA1
Credits 4.0

Performance assessment


Field Experience for ELL
Course Number FEA1
Credits 3.0

Performance assessment; includes 30 hours of teaching English language learners (ELLs)


Assessment Theory and Practice
Course Number ASA1
Credits 3.0

Performance assessment


The Professional Role of the ELL Teacher
Course Number NMA1
Credits 2.0

Performance assessment


Subject Specific Pedagogy: ELL
Course Number ELO1
Credits 3.0

Objective assessment


Education Without Boundaries
Course Number EWB2
Credits 2.0

Program description: Our online endorsement in education leadership program is a great way for those with master’s degrees to become a principal, vice principal, or associate principal. This program is designed for currently licensed teachers who desired to become licensed as a school principal. You will become a highly effective, instruction-based, certified principal.

Program Name: M.A. in English Language Learning (PK-12) (ELL/ESL)
Foundations of Research
Course Number RFC1
Credits 2.0

Proctored, computer-based objective exam


Literature Reviews for Educational Research
Course Number JUT2
Credits 2.0

Research Proposal
Course Number JVT2
Credits 2.0

Issues in Educational Research
Course Number JTT2
Credits 2.0

MA, English Language Learning (PreK-12) Capstone Written Project
Course Number IOT2
Credits 3.0

Students will be able to choose from three areas of emphasis, depending on personal and professional interests. These areas include: instructional design, evaluation, and research. If carefully planned in advance, the individual domain projects may serve as components of the capstone. For capstones with the instructional design emphasis, students will design, manage, and develop an instructional product for which there is an identified need. The product can be delivered via the medium of choice (e.g., print-based, computer-based, videobased, web-based, or a combination of these), but students must provide a rationale for the medium selected. The instructional product you develop for your capstone should be an exportable form of instruction designed to bring your target audience to a mastery of predetermined knowledge and skills. For capstones with the evaluation emphasis, students will provide a summative evaluation of a program. These programs may relate to almost any sector, such as school that involves the education of ELL students. Summative evaluation is used to provide evidence of a program’s worth and is often used to make “go/no go” decisions. You should plan to share your results with your school or organization. For capstones with the research emphasis, students will design and conduct a databased investigation of a conclusion-oriented question (decision oriented investigations are most generally considered to be evaluation projects). The project report should be of publishable quality and may be submitted to an appropriate professional journal at the completion of the project. At the minimum students should plan to share their results with their schools or organizations.


MA, English Language Learning (PreK-12) Capstone Oral Defense
Course Number IXT2
Credits 3.0

The final master's exam will be a comprehensive oral defense and is held by conference call. Questions related to your work in the program will test your preparation and ability to synthesize and practically apply information obtained from your courses, self-directed study, and project experiences. The purpose of the defense is a checkpoint to ensure that you have acquired the critically required skills and knowledge specified in the program competencies.


Education Without Boundaries
Course Number EWB2
Credits 2.0

Culture
Course Number CUA1
Credits 3.0

Performance assessment


Language Production, Theory and Acquisition
Course Number LPA1
Credits 4.0

Performance assessment


Theories of Second Language Learning Acquisition and Grammar
Course Number SLO1
Credits 3.0

Objective assessment


Planning, Implementing, Managing Instruction
Course Number NNA1
Credits 4.0

Performance assessment


Field Experience for ELL
Course Number FEA1
Credits 3.0

Performance assessment; includes 30 hours of teaching English language learners (ELLs)


Assessment Theory and Practice
Course Number ASA1
Credits 3.0

Performance assessment


The Professional Role of the ELL Teacher
Course Number NMA1
Credits 2.0

Performance assessment


Subject Specific Pedagogy: ELL
Course Number ELO1
Credits 3.0

Objective assessment


Program description: Our online master’s in ELL education will turn you into a leader. The M.A. in English Language Learning/English as a Second Language (PK-12) will prepare you to teach effectively in ELL or ESL settings and to provide curricular leadership to your school and school systems. You will become a vital asset for your school.

ESL Courses by State & City

Top 20 US ESL Schools (campus and online)

Harvard University
Total Programs 113
Number of Subjects 76
Rank in USA 1st
Yale University
Total Programs 132
Number of Subjects 95
Rank in USA 2nd
Stanford University
Total Programs 126
Number of Subjects 95
Rank in USA 3rd
University of Pennsylvania
Total Programs 188
Number of Subjects 140
Rank in USA 5th
Princeton University
Total Programs 56
Number of Subjects 59
Rank in USA 8th
Brown University
Total Programs 135
Number of Subjects 88
Rank in USA 9th
University of Southern California
Total Programs 251
Number of Subjects 166
Rank in USA 10th
Northwestern University
Total Programs 197
Number of Subjects 139
Rank in USA 11th
Massachusetts Institute of Technology
Total Programs 67
Number of Subjects 67
Rank in USA 12th
New York University
Total Programs 204
Number of Subjects 146
Rank in USA 13th
Dartmouth College
Total Programs 88
Number of Subjects 68
Rank in USA 14th
Duke University
Total Programs 77
Number of Subjects 76
Rank in USA 15th
Vanderbilt University
Total Programs 144
Number of Subjects 81
Rank in USA 17th
The University of Texas at Austin
Total Programs 169
Number of Subjects 141
Rank in USA 18th
University of California-San Diego
Total Programs 121
Number of Subjects 89
Rank in USA 22nd
Tufts University
Total Programs 120
Number of Subjects 95
Rank in USA 24th
Pomona College
Total Programs 61
Number of Subjects 56
Rank in USA 25th
University of Washington-Seattle Campus
Total Programs 243
Number of Subjects 168
Rank in USA 26th
Amherst College
Total Programs 50
Number of Subjects 46
Rank in USA 27th
Rice University
Total Programs 74
Number of Subjects 72
Rank in USA 28th