Certifications

Foreign language certifications are ways to prove what you know in order to teach or take on advanced studies in your chosen language. Here’s how you can pursue them at NC State.

ESL Certification

A student with a current NC teaching license can add on ESL licensure by completing:

  • FL_425 - Methods and Materials in Teaching ESL (3 credits)
  • FL_439 - Perspectives on English as a New Language (3 credits)
  • ENG 524 - Introduction to Linguistics (3 credits)
  • ENG 525 - Variety in Language (3 credits)
  • ENG 533 - Bilingualism and Language Contact (3 credits)

A grade of C or better is required in all of the professional ESL add-on licensure courses.

Visit the ESL Standards section at the bottom of this page for additional information.

Note: You can also become certified to teach ESL in North Carolina if you have a current North Carolina teaching license and you successfully take the Praxis II.

Graduate Language Certification

  • The goal of graduate language certification in a foreign language is to ensure that students are skilled in reading proficiency so they can understand scholarly material in their chosen area of study and thus fulfill their department's graduate foreign language requirement.
  • The department offers a certification exam to fulfill this requirement.  A student may also pass an advanced [third-year] course in a foreign language with the grade of 'C' or better to meet the requirement.  For this latter option, the student should consult with the Associate Department Head before taking the course. An equivalent 300-level FL course taken at another university may also fulfill the requirement, once an official transcript is submitted for review and approved by the FLL Associate Head. Transcripts will be reviewed during the fall and spring semesters when classes are in session (not during final exam periods or summer sessions).
  • Students needing preparation for the exam should register for either FLF 401 (French), FLS 401 (Spanish), or FLG 401 (German) as "Credit Only" or "Audit."  At the end of the course, students may take the certification exam. Graduate certification is achieved on passing the exam, not taking the course.
  • Students who already have the requisite proficiency may contact the following faculty members to sign up for the certification exam: French - Dr. Dudley MarchiGerman - Dr. Helga BraunbeckSpanish - Dr. Shelley Garrigan. For all other languages offered by the Department [Arabic, Chinese, Greek (ancient), Hindi, Italian, Japanese, Latin, Portuguese, Russian, and Urdu], contact the section coordinator of that language. For languages not offered by the department, the student will need to identify a faculty member at another institution who is willing to administer and evaluate an exam, after consultation with the Associate Department Head.
  • The certification exam consists of translating material from the foreign language into English.  The faculty member will discuss the specific nature of the exam with the student.  Generally, the certification exam consists of translating: (1) sentences containing fundamental grammatical structures, verb tenses, idiomatic expressions, and vocabulary; and/or (2) a portion of a scholarly article in the student's general research area. The student is expected to produce a reasonably accomplished translation in order to demonstrate reading knowledge, following this Evaluation Rubric.
  • Note: Contact the appropriate faculty member to arrange for the certification exam during the regular academic year (Fall and Spring semesters). Exams are not offered during summer sessions. Give faculty adequate notice to prepare and evaluate your exams. Students should attend to their language requirement as early as possible during their program of study at the University.  

Important Reminders

Contact the appropriate faculty member to arrange for the certification exam during
either the fall or spring semester. Please, give adequate advanced notice,

Students should attend to their language requirement as early as possible in their program of study at the University.

The next certification exams in French will be offered on:

Fall 2017:  Tuesday, December 5 / 8:00 a.m.-11:00 a.m. / Withers Hall 145

Spring 2018:  Monday, March 26 / 9:00 a.m.-12:00 Noon / Withers Hall 315

Fall 2018:  Monday, November 5 / 9:00 a.m.-12:00 Noon / Withers Hall 315

Spring 2019:  Monday, March 25 / 9:00 a.m.-12:00 Noon / Withers Hall 315

Fall 2019:  Final Exam Period (TBA)

Spring 2020:  Monday, March 30 / 9:00 a.m.-12:00 Noon / Withers Hall 315

The next certification exams in Spanish will be offered on:

Fall 2017: Tuesday, December 5 / 11:00 a.m. – 2:00 p.m. / Withers Hall 315
[Last day to register is Friday, November 3]

Spring 2018:  Monday, March 26 / 12:00 Noon – 3:00 p.m. / Withers Hall 315


Teacher M Licensure Information

General Information

  • In order to pursue the MA with M/Advanced license for French or Spanish, a student must currently have A/Initial licensure in French or Spanish (and must have successfully taken the undergraduate FL methods course (ECI/FL423). A student may obtain "A" licensure by earning an LTF (French) or LTA (Spanish) degree. "A" licensure can also be earned through the Alternative Licensure program if the student already holds a 4-year degree from an accredited university.

Culminating Project

  • The culminating project for those pursuing M licensure must be an action research project conducted in a school setting, with the primary focus of the project being to explore ways to enhance student learning. The project must include a mechanism for disseminating the findings of the research. Full details can be found in the ARP document (PDF or DOC).

Methodology Course-specific Information

  • FL_505 and FL_506 are required course for the M Licensure track. Only students who currently have A/Initial licensure in Spanish or French in the state of North Carolina (and who have successfully taken the undergraduate FL methods course, ECI/FL423) are eligible to enroll in FL_505 or FL_506.

M Licensure Verification Process

DPI Update

  • The State of North Carolina no longer provides extra pay for teachers who earn an MA or M licensure. However, local education associations may still provide a pay increase. The College of Education continues to recommend/endorse M licensure for those who need it. See the NCDPI FAQ for additional information. If you have further questions on these policies, please contact your LEA.

Can I get "A" licensure and "M" licensure if I am accepted into the MA program, teacher education option?

  • Our MA program does NOT include an A + M option. Individuals who wish to obtain M licensure but do not have "A" licensure CAN pursue the Alternative Licensure (AL) program at the same time as the MA program but the AL program is separate from the graduate program. Note: "A" licensure is required before completing coursework specific to the "M" licensure option (i.e. FL_505 and FL_506).

ESL Standards

Graduate Program Requirements (French/Spanish MA) with a Concentration in ESL 

FL 425 Methods and Materials in Teaching ESL (3 credits)

FL 439 Perspectives in English as a New Language (3 credits)

ENG 533 Bilingualism and Language Contact (addresses the same standards, as FL 440   as described below) (3 credits)

ENG 525: Variety in Language (addresses the same standards as ANT 254, as described below) (3 credits)

ENG 524: Introduction to Linguistics (addresses the same standards as FL 424, as described below) (3 credits)

ENG 533 addresses the following standards:

ESL Specialty Area Standards (from NC ESL Teacher Standards approved in 2002)

Standard 8: Teachers use a variety of assessments as they relate to the education of limited English proficient students.

Standard 9: Teachers recognize how diverse languages, cultures, family backgrounds, and abilities affect the learning of English as a second language.

Standard 12: Teachers stay current on research, trends, policies, and legal mandates affecting ESL programs affecting ESL programs.

ESL Specialty Area Standards (conditional approval 2009):

Standard 5.3: Initiate and collaborate with other teachers and support personnel to prepare English language learners for statewide assessment.

Standard 5.1: Demonstrate understanding of the state accountability system and use a variety of formal and informal proficiency and diagnostic assessments which are appropriate to language and content instructional objectives to identify, place, monitor, and exit English language learners.

North Carolina Professional Teaching Standards:

Standard III: Teachers Know the Content They Teach

Standard IV: Teachers Facilitate Learning for Their Students

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards:

INTASC 3: Diverse Learners
INTASC 8: Assessment

Lead and Serve (LS) Conceptual Framework:

LS 3: Apply Discipline Knowledge
LS 4: Demonstrate Understanding of the Education Context
LS 5: Scholarly
LS 6: Ethical
LS 7: Reflective
LS 8: Diversity

 

ENG 525 addresses the following standards:

ESL Specialty Area Standards (from NC ESL Teacher Standards approved in 2002):

Standard 3: Apply Discipline Knowledge

ESL Specialty Area Standards (conditional approval 2009):

Standard 1: 21st Century Teacher candidates have knowledge and understanding of the different internal systems of language specific to English.
 
Standard 2: 21st Century Teacher candidates have knowledge and understanding of the interaction between language and culture, and how sociocultural factors impact second language acquisition.

North Carolina Professional Teaching Standards:

Standard III: Teachers Know the Content They Teach

Standard IV: Teachers Facilitate Learning for Their Students


Interstate New Teacher Assessment and Support Consortium (INTASC) Standards:

INTASC  3: Diverse Learners

 
Lead and Serve (LS) Conceptual Framework:

LS 2: Educate with Content-specific Strategies
LS 3: Apply Discipline Knowledge
LS 5: Scholarly
LS 8: Diversity


ENG 524 addresses the following standards:

ESL Specialty Area Standards (from NC ESL Teacher Standards approved in 2002):

Standard 1:  Teachers demonstrate a high level of competence as an English language model and an understanding of language as a system. They are prepared to help limited English proficient students acquire the use of English for social and academic purposes.

Standard 6:  Teachers identify, choose, and adapt a wide range of materials, resources, and technologies in ESL and content instruction.

Standard 10: Teachers utilize and respect diversity in the languages and cultures of limited English proficient students.

Standard 14: Teachers collaborate within the educational community and serve as resources and models for their peers to enhance learning and encourage cross-cultural interaction.

ESL Specialty Area Standards (conditional approval 2009):

Standard 1: 21st Century Teacher candidates have knowledge and understanding of the different internal systems of language specific to English.

Standard 2: 21st Century Teacher candidates have knowledge and understanding of the interaction between language and culture, and how sociocultural factors impact second language acquisition.

Standard 4:  21st Century Teacher candidates have knowledge and understanding to apply effective methods, best practices, and strategies based on second language acquisition theories and research to plan, implement, and manage the process of language and content instruction.

Standard 5:21st Century Teacher candidates have knowledge and understanding of a variety of assessment tools as related to the education of the English Language Learner.

 

North Carolina Professional Teaching Standards:

Standard III: Teachers Know the Content They Teach

Standard IV: Teachers Facilitate Learning for Their Students

 

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards:

INTASC 1:  Content Pedagogy 
INTASC 3:  Diverse Learners
INTASC 6: Ethical
INTASC 9: Reflective Practice: Professional Growth
INTASC 10: School and Community Involvement

Lead and Serve (LS) Conceptual Framework:

LS 1: Learn General Pedagogy
LS 2: Educate with Content-specific Strategies
LS 3: Apply Discipline Knowledge
LS 4: Demonstrate Understanding of the Education Context
LS 5: Scholarly
LS 8: Valuers of Diversity
LS 9: Experienced in Practical Applications of Knowledge