Today’s English learners are simultaneously acquiring English proficiency and mastering academic content while also learning the culture(s) of their community. Concordia University Chicago’s Master of Arts in Curriculum and Instruction with ESL endorsement prepares educators to work with emergent bilingual students from culturally and linguistically diverse backgrounds in PreK-12 schools.

This program has a balanced mix of theory, research, and practice. Candidates are equipped to envision and enact educational change for English learners that is inclusive, linguistically responsive, and multiculturally competent. Graduates become teacher leaders who can implement culturally sustaining pedagogy and effectively advocate for their students from diverse backgrounds. The program prepares educators to be effective in promoting student learning and development in the acquisition of English as a new language. Throughout the program, candidates are required to integrate their new knowledge, skills and instructional practices into their current educational settings.

It is designed to help candidates:

• Understand the principles, practices, and problems in public and private school programs with an emphasis on application of current theory and research, with a special focus on the needs of English language learners.

• Interpret the role of educational forces, processes, and institutions as part of the historical development of America.

• Apply educational objectives and learning standards to the selection and organization of learning experiences for English language learners, utilizing contemporary curriculum organization models and pertinent research.

• Analyze contemporary language-learning educational issues in the United States, including the obstacles and challenges faced by educators, and current educational policy making and reform.

• Synthesize curriculum, teaching and pedagogy into effective teacher leadership in classrooms and beyond, including a focus on students with special learning needs, diverse social and pedagogical needs, and the needs of urban populations.

• Create appropriate action research in educational settings for improved teacher practice and successful learning outcomes.

• Develop the professional habit and responsibility for reflective practice, both in general classroom pedagogy and in specific learning perspectives of individual students, especially language learners.