For more information, please see the Academic Catalog.

  • Overview

    Offered through the College of Education, the University of West Georgia’s online English to Speakers of Other Languages (ESOL) Endorsement Program provides “add-on” certification to teach ESOL grades P-12. To be eligible for the professional English to Speakers of Other Languages (ESOL) Endorsement, the applicant must hold a level four (4) or higher renewable professional certificate in any teaching, service, or leadership field or a permit certificate in a foreign language field. To be eligible for the Supplemental Induction English to Speakers of Other Languages (ESOL) Endorsement, the applicant must hold a level four (4) or higher induction certificate in any teaching, service, or leadership field. The endorsement program is a graduate level, three-course sequence (9 credit hours) with clinical experiences embedded into the coursework. ESOL endorsement candidates must demonstrate the knowledge, skills, and dispositions to create environments and learning experiences that engage English learners in active learning and authentic achievement, and candidates must constantly assess and use results for improvement of P–12 student learning.

    View the flyer for the ESOL Endorsement program.

    For more information, please see the Academic Catalog or contact the program coordinator directly. 

    Ms. Tynita Brown, Departmental Assistant

    Dr. Robert Griffin, Literacy Programs Coordinator

    Program Location


    Method of Delivery

    100% online 


    The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

    Credit and transfer

    Total semester hours required: 9

  • Cost

    This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.

    Save money

    UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.


    • Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
    • The more courses a student takes in a single term, the more they will typically save in fees and total cost.
    • Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
    • Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
    • Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
    • One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
    • For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website

    There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.

  • Courses


    100% online 


    • READ-7239 - TESOL: Cultural and Linguistic Diversity in the Classroom

      This course is designed to give a culturally pluralistic and global perspective to the equitable education of culturally and linguistically diverse student populations. Students will develop a knowledge base about culture, its influence on learning and teaching, and its role in intercultural P–12 classroom settings. In this course, educators will examine major theories related to educating a culturally and linguistically diverse student body and develop strategies for ensuring that bi/multilingual English learners develop knowledge of mainstream culture as they become proficient in English.

      View Instructors, Syllabi and Other Details

    • READ-7240 - TESOL: Literacy, Linguistics, and Second Language Acquisition

      This course focuses on the major theories of first and second language acquisition and principles of linguistic systems (i.e., phonology, phonetics, morphology, syntax, and pragmatics), and examines these topics drawing on a student-centered approach to enhance pedagogical understanding of teaching English to speakers of other languages. Specifically, course content explores these topics as they relate to classroom-based language learning. Candidates will explore the relationship of oral and written language and become familiar with assessment techniques and devices for evaluation of the development of English language proficiency.

      View Instructors, Syllabi and Other Details

    • READ-7241 - TESOL: Methods, Materials, and Assessment through Clinical Experience

      This course is an examination of past and current approaches, methods, and techniques for teaching English to speakers of other languages (ESOL). Participants analyze program models and methods of instruction for bi/multilingual English learners; demonstrate teaching strategies; develop lesson and unit planning skills; evaluate materials, textbooks, and resources available in the field; examine issues in testing bi/multilingual English learners for placement, diagnosis, exit, and evaluation; and analyze current assessment instruments.

      View Instructors, Syllabi and Other Details

  • Faculty
  • Admissions

    Guidelines for Admittance

    • All graduate applicants must complete the online Graduate Application. A one-time application fee of $40 is required.
    • Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
    • International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
    • Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Admissions Office.

    Program Specific Admittance Guidelines

    • To be eligible for the professional English to Speakers of Other Languages (ESOL) Endorsement, the applicant must hold a level four (4) or higher renewable professional certificate in any teaching, service, or leadership field or a permit certificate in a foreign language field.
    • To be eligible for the Supplemental Induction English to Speakers of Other Languages (ESOL) Endorsement, the applicant must hold a level four (4) or higher induction certificate in any teaching, service, or leadership field.
    • Official transcripts from all post-secondary schools attended
    • 2.75 GPA on all undergraduate coursework

    Application Deadlines

    Specific graduate application deadlines are listed here: Deadlines


    Graduate Admissions

    Department of Literacy and Special Education

    Ms. Tynita Brown, Departmental Assistant

    Dr. Robert Griffin, Program Coordinator

  • Dates

    Specific Graduate Admissions Deadlines are available via the Graduate School

    * Application, app fee, and document deadline; Dates may vary for Readmit, Transfer, and Transient students.

    Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.

  • Objectives

    TESOL International Association’s 2019 TESOL Standards for P–12 Teacher Education Programs:

    • Standard 1: Knowledge about Language – Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.

    • Standard 2: ELLs in the Sociocultural Context – Candidates demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories. Candidates investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs. Candidates recognize how educator identity, role, culture, and biases impact the interpretation of ELLs’ strengths and needs.
    • Standard 3: Planning and Implementing Instruction – Candidates plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered interactive approaches. Candidates justify instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs’ acquisition of English language and literacies in the content areas. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.
    • Standard 4: Assessment and Evaluation – Candidates apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments, and advocate for equitable assessments for ELLs. Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Candidates understand the importance of facilitating collaboration by communicating results to other educators, ELLs, and ELLs’ families.
    • Standard 5: Professionalism and Leadership – Candidates demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.