Find Your Way Forward

I-TELL Grant

Indiana Wesleyan University is excited to partner with the Indiana Teachers of English Learners Licensure (I-TELL) project to provide a pathway for English Learners Licensure in the state of Indiana. I-TELL provides an opportunity for current classroom teachers to obtain and fund their English Learners Licensure. Thanks to the I-TELL Grant, IWU is helping to increase the number of licensed Indiana Teachers of English Learners across the state.

  • 100% Online ENL Graduate Certificate Program for currently licensed teachers (15 Credit Hours)
  • Transition-to-Teaching ENL program for those seeking initial teacher licensure

English as a New Language Program

The English as a New Language program is designed for current teachers seeking certification in English as a New Language (P-12). Candidates will complete a 15-credit hour program that is aligned to the TESOL Association’s professional standards and the Council for the Accreditation of Teacher Education’s advanced-level program standards. Field or clinical experiences are required.

The English as a New Language (ENL) identifies knowledge and skills based on current TESOL standards and develops candidates to engage in inquiry, research, dialogue, team learning, reflection, problem-based learning, collaboration, and standards-based assessment from a comprehensive P-12 perspective. The program of study prepares candidates for an ENL endorsement, P-12. The 15-credit hours of English as a New Language courses are designed to provide participants with methods and materials to deepen their teaching ability and help their own students learn, including culturally responsive teaching, ethics and faith, and research and technology tools. It aligns to the Council for the Accreditation of Educator Preparation's advanced-level program standards. Course instruction is designed to model best practices and procedures in the classroom.

Candidates who have completed this program should be able to:

  • Articulate the progress of language acquisition and development and the role this process plays in students' educational experience.
  • Recognize that students' primary culture plays a crucial role in their adaptation to school.
  • Facilitate instruction by creating a supportive environment and implementing the appropriate activities that promote learning for English language learners.
  • Use formal assessments and informal assessment strategies that include methods to promote learner development.
  • Build partnerships and serve as experts to support students, colleagues, and other stakeholders to benefit CLD/ENL students.
  • Apply Christ-like leadership by modeling personal integrity, communication skills, cultural responsiveness, and ethical/legal decision-making.
  • A baccalaureate or graduate degree from a college or university that is accredited by an accrediting agency recognized by both the U.S. Department of Education (ED) and the Council for Higher Education Accreditation (CHEA) verified on original transcripts sent by the institution directly to Indiana Wesleyan University. Transcripts from foreign institutions may need to be sent to an outside agency for evaluation and determination of transferable credits, degrees, and GPA. If this outside review is necessary, students are responsible for the initiation of this evaluation and for any fees incurred during the process.
  • An undergraduate GPA of 2.75 or higher from the baccalaureate degree-granting institution at which at least of minimum of 30 hours was completed or a graduate GPA of 3.0 or higher from master's degree granting institution.
  • Submit a signed FERPA Release Form.
  • A valid Indiana state teaching license*
  • At least one year of teaching experience from an approved and accredited public, private, or parochial school in the United States or abroad*
  • Supporting documentation demonstrating access to a P-12 classroom*
  • Program does not require a background check.


*Items above marked with an asterisk can be waived if the candidate is accepted to participate through the Indiana Teachers of English Language Learners (I-TELL) project.

All candidates must complete field and clinical experiences embedded within specific courses. Those candidates classified as a Teacher of Record will complete these requirements in their own classroom.

To successfully complete the English as a New Language Certificate, candidates must have completed the following:

  • Successfully complete the program requirements.
  • Possess a cumulative GPA of 3.0 or above in all graduate work and a minimum grade of "B-" in each course.
  • Provide evidence of a passing score for the Indiana licensure exam.
  • Provide payment of all tuition and fees required to receive a certificate.


This course reviews the foundational theories of language as a system, including phonology, morphology, syntax, pragmatics, semantics, and discourse structures as well as the application of theory to support English Language Learners (ELLs) in their language and literacy skills. The course examines current research in language acquisition and how L1 literacy development differs from L2 literacy development to support ELLs' English language and content area achievement. Candidates will model personal integrity and communication skills and design instruction to meet the sociocultural, psychological, and political variables of ELLs' English language development.

This course examines cultural values and beliefs in the context of teaching and learning. Candidates will understand and apply knowledge about the effects of racism, stereotyping, bias, and discrimination to develop instruction and classroom climate that purposefully addresses these issues. Candidates plan lessons that reflect culturally responsive teaching techniques demonstrating the interrelationship between cross cultural issues as they relate to home events and the transition among the culture and language at home, the culture and language at school, and the impact on CLD/ENLs in the P-12 classroom environment. Candidates explore the range of resources and support available to cultural groups in order to include different cultural perspectives in their curriculum and instruction.

This course is designed to enable candidates to understand and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ENL and content instruction. Candidates will become knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They will integrate technology, as well as choose and adapt classroom resources appropriate for their CLD/ENL students. (Field Experience Required)

In this course candidates will demonstrate an understanding of the purposes of assessment and various assessment issues such as accountability, bias, special education testing, language proficiency, and accommodations in formal and informal testing situations as they pertain to CLD/ENL students. Candidates will use a variety of standards-based language proficiency assessment instruments and incorporate assessments that are used for identification, placement, and reclassification of ENLs. Candidates will use a variety of performance-based assessment tools, strategies, techniques, technology, and other classroom resources to conduct formative and summative assessments that will inform instruction of CLD/ENL students. (Field experiences required)
This course focuses on the professional growth of the CLD/ENL teacher. Candidates will articulate the value of family participation in the linguistic, academic, and social development of CLD/ENL students. Candidates will also demonstrate leadership skills by showing how they build partnerships, work collaboratively, and serve as resources to colleagues and stakeholders in order to improve the learning environment, provide support and advocate for CLD/ENL students and their families. Prerequisites: EDEL-510, EDEL-520, EDEL-530, and EDEL-540


Dr. Joan Cox

I grew up just south of Chicago, in Lansing, Illinois. I moved to Tucson, Arizona in May, 1974. Currently, I live in Youngtown, Arizona, just west of Phoenix. I have three children, my youngest being adopted. My daughter and her husband have two daughters and a son, and my son and his wife also have two daughters and a son.  My adopted son is mildly intellectually disabled and severely bipolar. He is now living in a group home where he has daily activities and close supervision. I am fortunate to have all of them living nearby, so I have a lot of grandma time. Beside my family, my passions are traveling, oil painting and photography. I am actively involved in our church, Desert Springs Community Church, which is centrally located between all of our homes so we can worship together as a family.

My formal education began in 1971 when Indiana Wesleyan University was Marion College.  After three years of school, I moved to Tucson, Arizona, where I chose to stay home and raise my children; therefore, I did not return to college until 1995.  I completed my Bachelor of Arts degree in Liberal Studies, with emphasis in art and history, in 1996.  After graduation, I immediately returned to school, completing my Master’s degree in Education, Counseling in 1997.  Both of my degrees are from Northern Arizona University.  In February of 2007, I completed my Ph.D. in Education through Capella University.  Cross-categorical special education, K-12, and community college in the areas of humanities, history, psychology and counseling, are my areas of certification, and I am also ESL endorsed.  My teaching experience has spanned from kindergarten through college.  In June 2010, I retired from high school teaching and instructional coaching for the Department of Juvenile Corrections.  After four years of retirement, I missed the kids, so I went back into the classroom, teaching a 7-8th grade self-contained class at a local middle school, until May, 2019, when I officially retired.  I taught online courses for Rio Salado College from 2000-2017.  Returning to my earliest college roots, I began teaching for IWU in 2007.  I began teaching online for Liberty University in 2010.  Online learning is a passion for me.  I am very blessed to have these teaching opportunities.

Dr. Michael Taylor

I am a dedicated educator, loving husband and kind father to two beautiful children, Trent and Olivia. My wife and I are passionate about working with children from hard places. We adopted both of our children from Arkansas' foster care system. We live in Central Arkansas. My wife works as an auditor for the Arkansas Division of Legislative Audit and I work as an Assistant Special Education Supervisor for a large, urban school district. We actively work within our church in leadership roles in children's ministry and help to develop free programs for youth, such as no-cost ACT prep courses.

I received a B.A. in Spanish from the University of Arkansas at Little Rock, a M.S.E. in Special Education from Arkansas State University, a M.Ed. in Counselor Education from the University of Arkansas at Little Rock, and an Ed.D. in Curriculum and Instruction from the University of Louisiana at Monroe. I am especially interested in research regarding the use of social learning networks as second language acquisition tools for Adult English Leaners (ELs) and how K-12 educators can appropriately assess ELs for special education and related services.

  • Ed.D. in Curriculum and Instruction
  • M.Ed. in Counselor Education
  • M.S.E. in Special Education
  • B.A. in Spanish
Mrs. Elisabeth Van Beek

Hi!   I live with my husband, Steve, in Edwards, CO, a little town just outside of the ski area of Vail.  We love Colorado and spend most of our free time skiing, snowshoeing, hiking, climbing the tallest mountains in Colorado, called 14ers, camping and playing music on our church worship team. 

I didn’t just move here for the skiing, though!   I love to teach and I am a teacher at the local high school.  I split my time evenly between teaching English Language learners in our sheltered ESL classes and teaching tenth grade English.  

I grew up in Muncie, IN, attending Muncie Central High School.  I took off to Vermont to attend Middlebury College where I studied English literature and writing.  I then returned to Muncie to get my Masters in Linguistics and TESOL at Ball State University and study for my secondary teaching license at Indiana Wesleyan University.  After graduating, I wanted to explore the world!  So, I went to teach high school English at a Christian bilingual school in Tegucigalpa, Honduras.  I taught there for four years before moving to Colorado. 

  • Masters in Linguistics and Teaching English to Speakers of Other Languages

Faith Integration

Indiana Wesleyan University (IWU) is a Christian comprehensive university of The Wesleyan Church. The University was founded in 1920 as Marion College and is committed to liberal arts and professional education. IWU is an energized community committed to changing the world. We guide students in discovering their individual purpose and life calling and help them develop in character, scholarship, and leadership.

Scholarship at IWU builds on distinguished academics through high-quality, collaborative work by students and faculty members. IWU offers a spiritually rich learning environment with academic commitment and caring instruction where students flourish from individual attention.

Transfer of Credit Policy

Recognized academic credentials and academic credit-hours earned outside of IWU may be used to fulfill the entrance requirements and/or course requirements for IWU academic programs and may provide advanced standing entry into IWU academic programs within the following boundaries.  

The University Registrar is responsible for approving the transferability of all credit-hours.  Credit-hours accepted in transfer are recorded as part of the student's official academic record, but quality points and grades are omitted.  Grades from transfer courses are not included in IWU GPA calculations except in determining honors for baccalaureate degrees.  IWU is not permitted to release received transcripts, test scores, or other academic documents to the student or any other party.  All credit-hours are accepted as semester credit-hours; quarter credit-hours are converted to semester credit-hours using a two-thirds conversion ratio. 

Credit is granted for graduate course work with a satisfactory grade ("B" or above) in a 500-level course or higher, taken at a college or university that is accredited by an accrediting agency recognized by both the U.S. Department of Education (ED) and the Council for Higher Education Accreditation (CHEA).

No more than 35% of a graduate degree or certificate program may be satisfied by transfer credit.  Graduate credit-hours graded credit/no credit or pass/fail at another institution may not be transferred in unless approved by the academic unit.  Transfer credit-hours applied to the major curriculum of the academic program must be academically current as determined by the academic unit and may be restricted by the academic unit based on curricular considerations or the requirements of programmatic accreditation.  Individual academic units may specify exceptions as appropriate for their respective disciplines or accrediting bodies.

Please contact us with any questions.

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