Amplify the effectiveness of your teaching with the online English Language Learners Licensure Program from Purdue University. It’s a fast-paced way for you to broaden your professional skillset and gives you confidence to meet your students’ needs.
The English Language Learner Licensure Program Graduate provides teachers with the professional preparation to assist English language learners in developing their English language and academic skills in K through grade 12. This program provides a path for certified Indiana educators who wish to earn the add-on license in English Language Learning (ELL).
Online students enjoy the same rigorous academic programs as on-campus students, but with a much more flexible class schedule. Assignments, discussions, and other coursework are posted each week in the virtual classroom.
The English Language Learners Licensure Program consists of five 3- credit hour courses. This can be completed in a year for students staying on track and with acceptable grades.
The ELL Graduate Licensure Program uses an online delivery format of five courses. Each course that is offered during the academic year is 8 weeks long; this means that two courses are offered consecutively each semester. Additionally, one course is offered during the summer. Each course requires students to complete field experiences in a K-12 classroom that enrolls English Language Learners. Course substitutions are not permitted.
There is a three-year time limit for completion of the ELL Graduate Licensure Program. This three-year time limit begins with the semester when the first required course is taken. Program completion includes: (a) completion of all course work with a passing grade, (b) completion fulfillment of the e-portfolio requirement for the program, and (c) completion of the state’s content specialty test. A student who receives a grade of “D” or “F” in a licensure course may retake the course one time only; this does not change the 3-year time limit for completion of all licensure requirements. The P/NP option is not available.
The ELL license issued through Purdue University constitutes an addition to an existing instructional license; not a stand-alone teaching license. In order to be eligible for ELL licensure through Purdue University, applicants must possess a valid instructional license issued by the State of Indiana. Non-Indiana applicants are not guaranteed licensure in Indiana or any other state. State licensing rules and standards are always subject to change and as such, Purdue University is unable to safeguard that the ELL program will satisfy non-Indiana teacher licensing standards and rules.
To be as proactive as possible, all ELL licensure-seeking students require a transcript evaluation and credential review from the Office of Teacher Education and Licensure to verify possession of an official instructional license. Upon review, any applicant who does not hold a valid Indiana elementary, exceptional needs, or secondary instructional license will be required to submit written confirmation, on letterhead, from their state education agency verifying that completion of Purdue’s ELL Graduate Licensure Program will satisfy the student’s individual non-Indiana license configuration within the three-year timeline of the program.
This verification must be received by the end of the semester during which the student’s course work for the ELL Graduate Licensure Program is completed. If confirmation is not received, Purdue University will be unable to verify completion of the program for licensing purposes to any state-based educational agency, school district, or hiring agent. In the absence of a license, the student’s participation in the ELL program is solely defined as professional development and will not constitute teacher licensure.
Career Outlook
ESL educators are some of the most in demand teachers. The demand for ESL teachers will only increase as more students from non-English-speaking homes enter school.
The Purdue ELL Program strives to create a learning environment that is academically challenging for students at all levels. Because of the special needs of their students, ELL teachers may meet more frequently with parents and administrative teams to measure student progress and achievement as part of each student’s individual education plan.
Job Titles
ELL Specialist
Director of ELL
Teacher
Tutor
Adult Education Teacher
Curriculum Coordinator
Courses
Students spend an average of 15 hours a week on homework.
The program uses an online delivery format of five courses. Each course is 8 weeks long; this means that two courses are offered consecutively each semester The last course is a 4 week practicum during the summer session. Each course also requires students to complete field experiences in a K-12 classroom that enrolls English Language Learners.
15 Credit Hours of Coursework
EDCI 55900 – Academic Language and Content Area Learning (Spring course, 1st 8 weeks) This course focuses on the linguistic challenges faced by English language learners in the content areas of science, language arts, mathematics, and the social studies. The course links these challenges to English language instruction and subject-matter instruction in English for ELLs who are in mainstream classrooms. The course emphasizes assessment tools designed to assess content knowledge and links these to issues of language development. This course requires field experiences in schools.
EDCI 51900 – Teaching English Language Learners (Spring course, 2nd 8 weeks) This course addresses second language instruction and subject-matter instruction in English for ELL students who are in mainstream classrooms. The purpose of this course is to provide students with information necessary to the design of materials and instructional strategies for English language learners P-12. The course considers the nature of immigrants’ experiences of a new country and school context, focuses on the current issues and techniques in instruction for students who are at the beginning or intermediate stages of English language acquisition in the school context. This course requires field experiences in schools.
EDCI 55700 – Assessment of Culturally and Linguistically Diverse Students (Summer course, 4 weeks) This 4-week online summer course will provide a critical review of research and practice in language proficiency and content-area assessment of English Language Learners (ELLs) and other culturally and linguistically diverse (CLD) students in K-12 education. We will explore the sociocultural dimensions of standardized testing, academic achievement, and accountability. Students will conduct critical analyses of standardized testing instruments and learn to develop alternative classroom-based language, literacy, and content-area assessments appropriate for ELL and CLD students.
EDCI 53000 – English Language Development (Fall course, 1st 8 weeks) This course focuses on knowledge about how second languages are learned and on the educational basis for second language teaching and learning. The course links English language development to teaching and learning strategies. In addition to a case study and final report, students will collaborate in small groups to create online multimedia poster presentations that summarize key points and issues. This course requires field experiences in schools.
EDCI 52600 – Language Study for Educators (Fall course, 2nd 8 weeks) Students will gain information about central concepts from descriptive and applied linguistics, applying these to analyze language and interaction between teachers and ELs for effective teaching. The major assignments for the course are two classroom observations and the planning, teaching, and evaluation of two lessons conducted with small groups of ELs. This course requires field experiences in schools.
Participation in a Professional Conference
In addition to successful completion of the above courses, candidates are also required to attend and to participate in a state, national, or international conference on English Language Learning (e.g., TESOL, NABE, AAAL, INTESOL, IN K-12 ESL) during enrollment in the program. Candidates will write a reflection on their participation. Participation includes (a) giving a professional presentation (paper presentation, colloquium, poster, demonstration, or round table discussion); and (b) volunteering to work on a conference committee or to moderate or chair a session.
Content Specialty Exam
Beginning June 1, 2014, all licensure students are required to pass the Indiana CORE Assessment for Educators that applies to teaching English Learners. Information about this test can be obtained at: www.in.nesinc.com. Candidates will register for test code 019: English Learners.
Online Portfolio
At the end of the licensure program, candidates will complete an online portfolio. Portfolio sections correspond to Purdue’s ELL Licensure Program Teacher Outcomes and Standards. Products to be included in each section will be developed throughout the program, in each course. Candidates will also include their reflection on participation in a professional conference as part of the portfolio. Portfolio components will be assessed by means of rubrics that correlate with the TESOL/CAEP Standards. Portfolio components will be compiled in alignment with each course completed for the program, also correlated with the TESOL/CAEP Standards.
Program Completion
To complete the ELL Licensure Program and obtain your ELL license, make sure that you have:
Completed all 5 courses
Obtained a passing score on the Pearson content test for English Learners (#019)
Uploaded all assessments to the English Language Learning Online Portfolio
Cost
The English Language Learners Licensure Program is affordable and competitive in cost.
In-State
Out-of-State
Total Cost Per Credit
$550
$563
Credit Hours
15
15
Total Costs
$8,250
$8,445
*Tuition and fees are charges on a per credit hour basis and are subject to annual increase. Annual increases may change the total program costs. *Textbooks and course materials are not included *Note: Purdue faculty and staff fee remissions may not be applied to this program. *International fee may apply
Admissions
The program admits new students in fall only. Incomplete applications will not be reviewed by faculty.
This program is subject to our Licensure Disclosure
The U.S. Department of Education requires institutions to publicly disclose to prospective and currently enrolled students whether certain programs meet the education requirements for licensure or certification in the state or territory in which they reside. “Programs Leading to Professional Licensure” is defined as programs represented to prepare students for an occupation for which, at completion of the program, a local, state or federal license, or nongovernmental certification is required (i) as a precondition for employment, (ii) to perform certain functions, or (iii) to meet additional conditions that are generally needed to secure employment.
The Purdue University Teacher Education Program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the State of Indiana. However, not all undergraduate and graduate programs lead to an educator licensure in the State of Indiana. If your Teacher Education program includes field experience(s) and a student teaching or internship component, it may lead to an educator license in the State of Indiana, if you meet the licensure requirements. Contact your academic/faculty advisor and/or the Office of Teacher and Licensure at licensure@purdue.edu to verify your program enrollment and whether or not it leads to a license in the State of Indiana.
The State of Indiana has reciprocity agreements with other states, the District of Columbia, and territories. For licensing information contact information for individual state departments of education or visit the National Association of State Directors of Teacher Education and Certification (NASDTEC) or email a Purdue University licensing officer/advisor at licensure@purdue.edu.
Visit this page to view the Licensure Program Agreement
Program Faculty
Our faculty are nationally recognized and have the ability to work personally with students to individualize their plan of study to meet personal career interests and goals. These faculty will oversee the intensive coursework required.
In the summer of 2018, my family moved from Indianapolis to West Lafayette. I took a job as ELL teacher at a local school under the premise I would become certified to teach ELLs. I happily agreed as I felt pulled to work with ELLs at my previous school. Other than being a classroom English teacher and working with ELLs in my class, I had no other experience. Starting my new position blindsided me because I was not just an ELL teacher, but I was writing ILPs, holding meetings with teachers and parents; I was managing the entire program at the junior/senior high level, while teaching a full schedule as well. The start of this intense year coincided with the start of my program at Purdue. As a matter of fact, in my first class I was learning about Lau vs Nichols along with ESSA and others while directly applying those to my school to fix a broken/outdated/non-complying program. The more I learned the more I could fix the program. I had parents reaching out to me thanking me for explaining things or wondering why their student had never been offered ELL programming before. I learned so much so quickly. And thank goodness my classes and my professors were there to help me. With knowledge and support came the confidence to advocate for my students.
I met with administrators to explain our shortcomings in becoming compliant in terms of ELLs. For example, I explained it was not okay to continue the current practice of counselors listening to the way a student spoke and deciding if that student would need ELL programming based on their voice. I explained what should happen when a student enrolls that speaks a language other than English.
Overall, I felt heard and happy for my students and the program I was building until I went on maternity leave and was replaced. I was informed I would be returning from my leave as a general education English teacher and someone else would take over ELLs. I was heartbroken and decided not to return to that school. Had it not been for the support and encouragement of my professors, I think a difficult time would have been a lot worse. I was astonished by the humanity of my professors. There were a few I reached out to during that time, and I will cherish their words forever. I think that is the testament of this program. I learned the requirements for this program, but my professors guided and encouraged me through a process I could not have prepared for in their respective classes. I learned a hard lesson of where advocating for ELLs can land you, and I pulled out of it with knowledge and encouragement from people I respect and admire. It has been this very human touch to learning difficult concept that I have loved and appreciated the past few years.
KATHLEEN RILEY Tippecanoe School Corporation
The ELL program at Purdue has given me an opportunity to expand my career and assist my students in a deeper and more meaningful way. After completing this program, I am better able to see academic vocabulary and the education process in a new perspective. This has enabled me to understand the traditional hang ups my students have at understanding new concepts. All of my students walk in the door with a knowledge base of information. Using sensible method that I have learned from the Purdue EL program I can now apply strategies that not only tap into what students already know to build new concepts for them to access the general education content, but these same strategies are a benefit to my non-EL students as well.
Using a multimodal approach is not only more interesting for students to learn, but it helps to utilize the tools of the 21st century that the students use in the real world every day. With my new knowledge I am able to gift my students’ broader opportunities and inclusion in the general education environment.
Students that work with me from here on out will be able to use the things they already learned in a positive way to open a door into all the new things we can teach them.
JOSEPH ROBERT DOVER Community Schools of Frankfort
Frequently Asked Questions
Can I get both the graduate certificate and Indiana Licensure? No, Students should select one path that best fits their goals.
How many credit hours to receive the graduate certificate? 15 credit hours
How long are the courses? 8 weeks
How much time should I allow for doing homework and completing assignments? Plan on devoting 10–15 hours a week on coursework, depending on the course requirements that week and your study habits.
Do I need a teaching license to take the program? Participants must have a teaching license to participate in the ELL Licensure Program. This is an add on license. If you do not have an instructional license the Teaching English Language Learning Graduate Certificate is the best path for you.
