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Bachelor of Science in Secondary English Education/ESOL

The Fischler College of Education is no longer accepting new applicants for this program.

The importance of reading, writing, and speaking effectively has risen in today’s text/video-saturated world. As a language arts educator, you can become the guide students need to succeed. Upon completion of the program, you'll be ready to lead a middle school or high school English classroom on your own.

What you’ll study
Enjoy studying literature while you learn techniques for teaching its riches to young minds. Acquire strategies and skills to use technology, reach ESOL students, and support diversity in the classroom. Then spend 12 weeks actually teaching a class under the supervision of an expert educator.

How you’ll learn more
Spending more than 450 hours in an instructional role in an English classroom setting, between your field experiences and the internship seminar, will help you examine your own practice and refine your teaching style. With research happening across the university, you'll benefit from studying the latest findings and best practices in secondary English and ESOL education.

Where it can take you
The program, with a variety of English, literature, and public speaking courses based on the Florida Sunshine State English Standards, prepares you to achieve teacher certification for grades 6 to 12. With the addition of an ESOL endorsement, you increase your opportunities for secure employment and career advancement. 

Review the approximate annual cost of tuition, housing, studying part-time, and other options.

Tuition and Fees

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GENERAL EDUCATION REQUIREMENTS (30 credits)

Students are required to complete 30 credit hours as part of the General Education Program. For specific course requirements, refer to the General Education Program section in the Academic Resources and Procedures segment of the catalog.

PROGRAM REQUIREMENTS (6 credits)

Course Number Description Credits
EDUC 2500 Education Pre-enrollment Seminar
This seminar provides an orientation to technology and program skills necessary for successful participation in the undergraduate programs. Students will be introduced to university systems designed to provide support and services to the undergraduate student during the formal program of study. An overview of all facets of the undergraduate programs will be provided, including how to locate course schedules online, how to contact academic advising, and how to access resources. Students will learn interactive technology skills, such as using e-mail and sending attachments, navigating the Internet, accessing the electronic library, using APA format, locating and using the undergraduate website and using Blackboard for online classes.

Pre-Requisites: None
0
ESOL 2903 Cross Cultural Studies
This course will enable students to expand their knowledge of a multiplicity of cultural groups nationwide. This knowledge will allow them to identify culture-specific verbal and nonverbal communications and school behaviors resulting from cultural variations and their influence on student behavior/attitudes. The use of recent research findings and cross-cultural awareness will assist participants in maximizing student learning and in designing culturally-sensitive instructional materials while exhibiting appropriate teacher behaviors in cross- cultural school settings. In addition to class meetings, a 10 hour virtual field experience is required for this course.

Pre-Requisites: None
3
MATH 1060 Concepts in Probability and Statistics 3

EDUCATION MAJOR COURSES (66 credits)

Teacher candidates in the state-approved teacher education program in the middle grades English education major (grades 5–9) must also keep track of program benchmarks within the courses. There are five benchmarks, coinciding with five blocks in the state-approved programs. At these five benchmarks, teacher candidates provide documentation showing completion of program requirements. A supervised field experience occurs in SECE 4370.

Course Number Description Credits
EDUC 3330 Integrating Instructional Technology in the Classroom
Presents strategies for technological integration into the classroom curriculum in elementary/secondary learning environments. Hands-on experiences will allow students to apply teaching practices and research to specific learning needs of typical and atypical learners. In addition to class meetings, a minimum of 5 hours in school & (5) virtual observation hours are required.
3
ESOL 3340 Survey of TESOL for Teachers
This course will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles. A 10 hour field experience is required for this course.

Pre-requisite/s: ESOL 2903
3
EDUC 3350 Survey of Exceptional Student Education
Foundations in exceptional student education in which historical perspectives, student characteristics, prevalence, incidence, etiology and medical aspects of exceptional learners are discussed. Techniques of prevention and intervention, from infancy through adulthood, are explored through classification processes, the continuum of services and the utilization of community services.ends and issues will be investigated. In addition to class meetings, a minimum of 10 hours of observation and participation in a field setting is required.

Pre-requisite/s: COMP 1500, COMP 2000 or COMP 2020, MATH 1040, MATH 1050, and GKE
3
EDUC 3360 Educational Psychology
This course combines the two fields of psychology and education. It is the scientific study of human beings and the principles by which learning can be increased and directed by education. Students will learn about principles of development, learning, assessment, and motivation, among other areas of study for prospective teachers to consider as they analyze student behavior and make decisions for instruction.

PREREQUISITES: None
3
EDUC 3525 Principles of Instruction
This course focuses on building teacher candidates? repertoire of instructional practices and lesson planning skills. Candidates learn about six pedagogical models: presentation, concept teaching, direct instruction, cooperative learning, problem-based instruction, and discussion. Candidates apply their knowledge of the instructional practices as they learn how to plan a lesson that promotes students? achievement. This course is ESOL infused.

Prerequisite(s): EDUC 3360
3
SECE 4320

Middle and Secondary Schools Classroom Management
This course examines the knowledge base and repertoire for effective classroom management for the middle and secondary school classroom. Course work is tied to state standards (e.g., Florida Preprofessional Educator Accomplished Practices, Interstate Teacher Assessment and Support Consortium). Teacher candidates are required to apply their classroom management knowledge base and repertoire in an actual middle or secondary school classroom; therefore, ten hours of field experiences are required. This course is ESOL infused.

Prerequisites: none

3
SECE 4370 Methods of Teaching Middle and Secondary English
This course addresses current instructional methodologies in English in the middle and secondary school. The emphasis is on identifying strategies and procedures for comprehensive instruction across the written language arts areas. Students will implement ESOL strategies in planning and presenting lessons. In addition to class meetings, at least 10 hours of field experience are required.

Prerequisite/s: EDUC 3330, EDUC 3350, EDUC 3360, and EDUC 3525
3
EDUC 4200 Simulation Experience-Diversity
The Simulation Experience is a three credit, eight week course that all students must complete prior to internship. Students (in teams) are ?placed? in simulated school settings and required to recommend interventions relating to issues that arise relating to diversity. The Simulation Experience takes place over three phases; these phases take place in a kindergarten, middle school, or high school setting. The Simulation Experience is directly related to the QEP (Quality Enhancement Plan) within the Abraham S. Fischler College of Education at Nova Southeastern University.

Prerequisite/s: EECP 3550 or ELEM 4320, or ESED 4320, or SECE 4320
3
SECE 4560

Methods of Teaching Secondary Reading
This course addresses the significance of reading ability and study skills throughout the secondary school curriculum. The emphasis is on identifying sources of difficulties experienced by secondary school students in reading and learning from instructional materials. General strategies for learning from textbooks are examined as well as study skills and specific strategies for dealing with text materials from particular content areas. Students will implement ESOL strategies in planning and presenting lessons. In addition to class meetings, at least 10 hours of field experiences are required.

Prerequisites: EDUC 2500, EDUC 3330, EDUC 3350, EDUC 3360, and EDUC 3525

3
ESOL 4565 Second Language Learning
This course will assist participants in identifying and selecting instructional strategies, approaches, and materials for the development of listening, speaking, reading and writing skills in ESOL classrooms. Knowledge of these elements will be demonstrated by development and presentation of lesson plans appropriately based on age, language proficiency, cultural background and learning styles. A 10 hour field experience is required for this course.

Pre-requisite/s: ESOL 2903, and ESOL 3340
3

English Specialty Courses

Course Number Description Credits
SPCH 1010 Public Speaking 3
LITR 2020 American Literature 3
LITR 2021 American Literature II 3
LITR 2030 World Literature I 3
LITR 2031 World Literature II 3
LITR 3520 African American Literature 3
LITR 3660 Young Adult Literature 3
SEEN 4570 Secondary English Internship and Seminar
This course for Secondary English Education majors offers a comprehensive review and practical application of educational philosophy, methods, and strategies through a 12-week clinical experience (internship) consisting of 450 hours in an English classroom setting that includes coursework and seminars. The central coursework is composed of a 12-week clinical experience, with the concurrent seminar serving as a supportive and reinforcing component. During the seminar sessions, the teacher candidate will explore, in depth, such topics as school board rules, regulations and policies; professional ethics; best practices; national and state standards; teaching strategies; current trends in education; teaching competencies; student assessment; and reflective practices. This course requires candidates to demonstrate professional, pedagogical, and content standards, including ESOL competencies and skills.

Prerequisite/s: General Education Requirements (30 credits), Open Electives (12 credits), EDUC 2500, EDUC 1100, ESOL 2903, TECH or Educational Technology , EDUC 3330, ESOL 3340, EDUC 3350, EDUC 3360, EDUC 3501, EDUC 3520, SECE 4320, SECE 4370, EDUC 4001, EDUC 4200, SECE 4560, ESOL 4565, SPCH 1010, LITR 2010, LITR 2020, LITR 2021, LITR 2030, LITR 2031, LITR 3060, LITR 3520, LITR 3660, and EDUC 4501

12

ELECTIVES (18 credits)

TOTAL CREDITS: 120

Coursework for a bachelor of science in secondary English education is available for traditional students and working professionals at NSU’s Main Campus in Fort Lauderdale, Florida. In addition, some of the courses in the degree program are also available online. These flexible options allow students in and outside of South Florida to receive and submit coursework and interact with participants and professors via the Internet. Similarly, they also allow busy professionals to complete some portions of their degrees without having to leave their jobs or travel long distances. International students can also benefit from the Fischler College of Education’s distance education.

The field experiences provide teacher candidates with an opportunity to perform the duties of a classroom teacher within the classroom setting. The purpose of these experiences is to allow teacher candidates to demonstrate their understanding of the Florida Educator Accomplished Practices and subject area competencies. A minimum of 10 field hours total are required per education course and are to be completed throughout the secondary English education degree program.

The clinical practice (internship) is the culminating experience for those teacher candidates earning a bachelor’s degree in secondary English education. The teacher candidate is assigned full time to a school for 12 weeks. Opportunities are provided for the teacher candidate to engage in lesson planning, instruction, and parent/teacher conferences. During this period, the teacher candidate will observe, teach, and evaluate students in conjunction with the regular classroom teacher.

The bachelor’s degree in secondary English education with ESOL Endorsement is a state-approved teacher certification program in Florida, and meets all requirements of the Florida Department of Education’s English (grades 6–12) initial certification and ESOL endorsement.

Florida participates in the Interstate Agreement on Qualification of Educational Personnel with 38 other states for teacher certification and/or licensure. Graduates who wish to teach outside the State of Florida must contact the state’s Department of Education for information on achieving certification through reciprocity.

See the entire program at a glance. The four-year plan of study will assist you in planning your future at NSU. It presents an overall idea of the order in which courses might be taken in a four-year plan during a student's college career. 

4-Year Plan of Study
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