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Licensure
in English Education
"I shall ... straight conduct
ye to a hillside, where I will point ye out the right path of a virtuous
and noble education; laborious indeed at the first ascent, but else
so smooth, so green, so full of goodly prospect and melodious sounds
on every side, that the harp of Orpheus was not more charming."
John Milton (1608-1674)
Of Education
General Requirements for Licensure in
English:
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Completion
of the College requirements for graduation including the core curriculum
requirements.
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Completion
of the requirements for an English major.
Students obtaining a license in English Education must complete ENG 231:
Young Adult Literature as part of their
major.
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Completion of the requirements for the Teacher Education
Program.
Course Requirements:
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EDU
121 (History of Educational Theory and Practice)
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EDU
242 (Educational Psychology and Teaching Exceptionalities)
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EDU
240 (Reading, 'Riting, and Race), 250 (Multicultural Education), or 260
(Social Diversity and Inequality in Education)
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EDU
400 (Organization for Teaching)
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EDU
410-411 (Internship in Teaching)
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EDU
420 (Seminar in Secondary Education)
Other Requirements:
Standards for High School English
Teachers
The
following standards are mandated by the North Carolina Department of
Public Instruction and are imbedded in the specialty area
coursework.
Standard
1: English teachers
demonstrate knowledge and use of reading processes through the use of a
wide range of text.
-
Demonstrate
an in-depth
knowledge of
and an ability to use varied theories and teaching applications
for text representing a global,
multi-cultural, historical, and
contemporary spectrum of
literature.
-
Demonstrate
an in-depth
knowledge of
and an ability to use varied teaching applications for a
range of works of literary theory and criticism and
an understanding of their
effect on reading and
interpretive approaches.
-
Demonstrate
an in-depth
knowledge of
and an ability to use varied theories and teaching applications of a
wide range of strategies to comprehend, interpret, evaluate, and
appreciate text appropriate to high
school.
Standard
2: English teachers
demonstrate the knowledge and use of multiple composing
processes.
-
Demonstrate
an in-depth
knowledge of
and an ability to use varied theories and teaching applications
of
print and non-print text.
-
Demonstrate
an in-depth
knowledge of
and an ability to use varied teaching applications
that integrate time for and practice of composition in all aspects of
learning.
-
Demonstrate
an in-depth
knowledge of
and an ability to use varied theories and teaching applications of
aesthetic and rhetorical conventions.
Standard
3: English teachers
demonstrate the knowledge and use of the function, the influence, and the
diversity of language.
-
Demonstrate
an in-depth
knowledge of
and an ability to connect reading, writing,
speaking, listening and viewing processes.
-
Demonstrate
an in-depth
knowledge of
and an ability to use varied theories and teaching applications of the
conventions of English appropriate to the purpose, audience, and
context.
-
Demonstrate
an in-depth knowledge of and an ability to use individual language
acquisition and development, recognizing the impacts of cultural,
economic, political, and social environments upon
language.
Standard
4: English teachers
demonstrate the knowledge and use of the integrated practices of
multimodal literacies.
-
Demonstrate
an in-depth
knowledge of
and an ability to integrate a variety of instructional strategies and
assessments to develop understanding of media, visual, aural, and
critical literacies.
-
Demonstrate
an in-depth
knowledge of
and an ability to use multimodality as a way to enhance or transform the meaning
of composing, reading, and analyzing print and non-print
communication.
-
Demonstrate
an in-depth
knowledge of
and an ability to acquire, organize, evaluate, and
creatively use multimodal
information.
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