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Educational Studies

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Advance in teaching and learning with the Department of Educational Studies and prepare yourself to be a leader in our global society.

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Interested in one of our majors, minors or certificates? Fill out the declaration form to declare a major or minor.

Undergraduate programs

Teacher Education Programs

Undergrad major Teacher license

Students must apply for admission to any teacher education program. The Wisconsin Department of Public Instruction and individual programs have specific criteria that must be met for admission. The process of applying to a teacher education program is described on the UWL School of Education webpage. Students are also required to disclose past criminal offenses and complete a criminal background check. 

Areas of study

Early Childhood Education (birth-grade 3) and Special Education (birth-grade 3)

Undergrad major

Elementary/Middle Education (grades K-9)

Undergrad major Teacher license View a sample plan for Elementary/Middle Education (grades K-9) Catalogfor Elementary/Middle Education (grades K-9)

English Education (grades 4-12) and Teaching English to Speakers of Other Languages (K-12)

Undergrad major

Middle/High School Education (grades 4-12)

Undergrad major Teacher license

Grades K-12 Education

Undergrad major Teacher license
Quick glancefor Teacher Education Programs

Teaching English to Speakers of Other Languages

Undergrad minor

TESOL stands for Teaching English to Speakers of Other Languages. It is an educational field dedicated to helping non-native English speakers develop their language skills. At UWL, the TESOL program offers a well-rounded curriculum that includes courses on linguistics, second language acquisition, cultural diversity, and teaching methodology. You’ll also have opportunities for practical teaching experiences that will enhance your learning and professional development.

In-depth detailsfor Teaching English to Speakers of Other Languages
Catalogfor Teaching English to Speakers of Other Languages
Quick glancefor Teaching English to Speakers of Other Languages

Featured courses

  • Educating Multilingual Learners
    TSL 250 | 3 credits
    In this course students develop their understanding of and sensitivity to the multilingualism and cultural diversity of the United States through the study of multilingual English learners (ELs) in public schools. Course topics include exploration of who ELs are, educational and linguistic rights, special challenges ELs may face in classrooms and schools, and how to overcome those challenges. Students engage in inquiry-based learning as they justify answers to essential questions about cultural and linguistic diversity in the U.S., education, and best practices for educating a multilingual society. Students learn to evaluate school environments for ELs and practice skills needed for equitable education for ELs. Prerequisite: sophomore standing. Offered Fall, Spring, Summer.
  • Intercultural Interactions
    TSL 345 | 3 credits
    In this course, students learn about cultural influences in education and develop their ability to successfully navigate intercultural interactions while working with diverse populations within the United States or internationally. Course topics include definitions of culture, its deep structure and surface level expressions, relationships between culture and language and individual identity, how culture is expressed and transmitted in education, culturally-responsive teaching, and intercultural competence. Students compare their own cultural values across diverse groups and learn to apply culturally responsive pedagogy to diverse teaching contexts where they are likely to work in the future. Depending on individual focus, students create a case study or a unit plan focused on teaching culture and improving intercultural interactions. Students leave this course with greater cultural awareness, an understanding of how cultures are learned and taught, especially in educational settings, and the intercultural competence to live and work with those from cultures distinct from their own. Prerequisite: one of the following: AP foreign language score of 3 or higher; placement into 201-level or higher foreign language course; score 70 or higher on La Crosse Battery (non-native speakers of English); grade "B" or better in 102-level or higher foreign language course taken at UWL (taught in foreign language). Offered Spring.
  • Teaching English to Speakers of Other Languages (TESOL) Policies and Program Models
    TSL 400 | 3 credits
    This course provides an overview of the teaching of English to speakers of other languages (ESOL) in the United States. Topics include the history of bilingual and ESOL educational policies and practices in the U.S., historical and current program models for teaching English learners (ELs), and content-based instruction. Students learn how to plan for EL instruction in general education and ESOL classes. In addition, students develop skills to advocate for ELs in educational settings. This course is taught largely at an undergraduate level. Graduate students have additional course requirements/expectations. Prerequisite: TSL 345 or ENG 331; junior standing. Offered Spring.
  • Teaching English to Speakers of Other Languages (TESOL) Methods
    TSL 463 | 3 credits
    This course increases students' understanding of techniques and methods to teach English as a second or foreign language (ESL/EFL). Students identify the historical development of approaches and methodologies for teaching ESL/EFL, understand foundational principles of teaching ESL/EFL, and explore individual English learner (EL) differences, including age/grade level and language proficiency level, and how to account for these in instruction. Students also further develop the skills to plan instruction, including lesson and unit plans, and master teaching techniques for each of the four skills, grammar, and vocabulary. Additionally, students explore materials and technology available for teaching ESL/EFL. This course is taught largely at an undergraduate level. Graduate students have additional course requirements/expectations. Prerequisite: TSL 345 or ENG 331; junior standing. Offered Fall.
  • Teaching Global Perspectives Across the Curriculum
    EDS 309 | 3 credits
    Through a social justice-oriented examination of the cultural, economic, political, and social layers of globalization and global interconnectedness, students develop reflective stances about global perspectives and understandings. This course prepares students as 21st century globally responsive citizens and educators through an exploration of global issues and how these issues are addressed in K-12 classrooms. Additionally, students develop their pedagogical practice through analysis and creation of materials and instructional strategies necessary for effective implementation of global education throughout K-12 educational systems. Prerequisite: EDS 203; EDS 206. Offered Fall, Spring, Summer.
  • Curriculum and Pedagogy: Elementary/Middle Education
    EDS 311 | 3 credits
    The course is designed to consider the nature of a teaching profession, the use of standards in a profession, and responsibilities of PK-12 educators. The role of schools in society is examined along with the history and politics of school curriculum. Possible levels of curriculum use in schools from knowledge reproduction to curriculum integration is discussed. Culturally responsive teaching and conflict resolution are emphasized. Prerequisite: EDS 203, EDS 206; declared education major. Offered Fall, Spring.
  • Theories and Research in Second Language Acquisition
    GCL 310 | 3 credits
    This course is designed as an introduction to the field of second language acquisition. It surveys the different theories of second language acquisition and focuses on connecting theory to practice through student-led undergraduate research projects. In this course, learners gain foundational knowledge of second language acquisition and related theories and will examine current research trends through the analysis of various empirical studies as related to second language acquisition. Prerequisite: junior standing and one of the following: AP foreign language score of 3 or higher; placement into 201-level or higher foreign language course; score 70 or higher on La Crosse Battery (non-native speakers of English); grade "B" or better in 102-level or higher foreign language course taken at UWL (taught in foreign language). Offered Fall.
  • Foundations of Special Education
    SPE 200 | 3 credits
    This course introduces teacher education majors to special education practices from historical, legislative, and people-centered recommended practices. General education and special education teachers have a shared responsibility to meet the needs of all students in learning environments that address individual needs and strengths. Teacher candidates gain foundational understanding of exceptionalities from people, concepts, and historical perspective; policies, practices, and programs in special education; characteristics, prevalence, and supports and services for individuals with exceptionalities (as defined in current federal regulations); collaborative roles of general and special educators; and partnerships with families. Prerequisite: EDS 206 or EDS 308 or concurrent enrollment; sophomore status. Students cannot earn credit in both SPE 401 and SPE 200. Offered Fall, Winter, Spring, Summer.
View all courses
Portrait of Kenzie Molledahl

HIRED!

Kenzie Molledahl

Westby Area School District | 1st Grade Teacher

The amount of experiences I was given has provided me with multiple opportunities to grow as an educator! UWL was super supportive of all their education students. They did everything they could to help us succeed!

Portrait of Danielle Brown

Hear from an alum

Danielle Brown

The TESOL program at UWL prepared me to teach multilingual learners by providing a strong foundation in language acquisition and hands-on experience. It also opened doors to international teaching. Since graduating, I’ve taught in Thailand, Honduras, and South Korea, confidently supporting multilingual learners in their language development.

Portrait of Ally Hetto

Hear from an alum

Ally Hetto

Dr. Linville and the TESOL program prepared me to teach multilingual learners worldwide, both virtually and in person. Dr. Linville's support during my Fulbright application was invaluable. Thanks to her guidance, I confidently teach students from over 30 countries, fostering cross-cultural connections and empowering learners of all backgrounds.

Portrait of Abigail Sasse

Hear from an alum

Abigail Sasse

UWL goes the extra mile, implementing strategies that set it apart from other programs, ensuring that we are exceptionally well-prepared compared to graduates from any other program in the state. Thanks to this program, I feel confident and ready to start my teaching career.