English Secondary Education

English Secondary Education

ASU prides itself on its commitment to students. In keeping with that tradition, the faculty and staff of the English Education program take their responsibilities to provide engaged and individualized instruction seriously. They are dedicated to a whole language theoretical approach to the Secondary Classroom, support collaborative rather than competitive learning, and view students as active participants in their own education.

The ASU English Education program considers how teachers teach to be every bit as important as what they teach. An ability to reflect on practices as well as personal beliefs and presumptions about education is mandatory for today's teacher. Good teaching, like a life-long education, is never a finished product; it remains always an active, fluid process.

Be sure to contact an English Education advisor during your sophomore year to ensure a proper program of study leading to secondary licensure. You may reach Dr. Elaine O'Quinn at oquinnej@appstate.edu, Dr. Leslie Cook at cookls@appstate.edu, and Dr. Clarice Moran at morancm1@appstate.edu.

Mission Statement:

The mission of the English Education Program at ASU is based on the National Council of Teachers of English position statement for  Methods and Field Experiences in English Education and builds on the North Carolina Educator Preparation Specialty Area Standards. Our framework for subject matter knowledge, curricular knowledge,  and pedagogical content knowledge come from our faculty’s synthesis of these two resources, as well as our combined expertise in the field of English Education. We also align ourselves with the Reich College of Education’s beliefs in teaching, learning, and collaboration. Literature, composition, and language are the major divisions that define the English Education major, but inherent in the program is the study of reading, speaking, thinking, media, listening, and appropriate use of technology in support of instruction. English Education at ASU intends to prepare teachers who are broad in their thinking, well-versed in their discipline, informed in theory as well as practice, concerned about diversity and community, and reflective in their ongoing professional growth.


Bachelors of Science in English Education

Program Student Learning Goals and Objectives

G1: B.S. in English Education students will synthesize their knowledge of adolescent development and ELA content to design and implement developmentally and culturally responsive curriculum. 

  • O1: Select relevant ELA content and activities for their students
  • O2: Justify integration of inclusive and expansive texts and activities 
  • O3: Create instructional lessons and units that are developmentally, cognitively, and culturally responsive to varied student needs

G2: B.S. in English Education students will demonstrate how ELA curriculum weaves together writing, reading, and language study.

  • O1: Identify elements of broad writing, reading, speaking, research, and language strands 
  • O2: Prioritize how ELA strands are combined in a specific lesson
  • O3: Scaffold curricular elements in various integrated ELA instructional formats including mini lessons and longer units of study

G3:  B.S. in English Education students will create interactive and engaging ELA classrooms that foster skills appropriate for students’ lifetime literacy learning.

  • O1: Facilitate student choice of texts or writing topics
  • O2: Differentiate reading strategies needed for student interaction with varied texts 
  • O3: Design curriculum that encourages selecting appropriate writing processes for varied needs and genres
  • O4: Structure curriculum that incorporates student collaboration and appropriate technology use

G4: B.S. in English Education students will reflect on their students’ literacy abilities and respond by guiding and motivating their students’ ELA learning

  • O1: Create curriculum that recognizes and plans for developmentally appropriate literacy levels
  • O2: Organize activities in sustained curriculum that scaffolds instruction.
  • O3: Plan for formative and summative assessment in order to scaffold future learning  
  • O4: Monitor and respond to student progress based on multiple data sources

Upon completing the BS in English Education program, pre-service teachers can:

  • Synthesize knowledge to design secondary ELA curriculum
  • Interweave ELA strands of writing, reading, speaking, and language study
  • Create interactive and engaging ELA classrooms
  • Reflect on and respond to their students’ literacy abilities