The University of St. Francis College of Education is pleased to confirm that graduate-level courses offered through our REAL (Regional Educational Academy for Leadership) program are structured to meet the requirements established under Illinois Public Act 104-0795 regarding continuing education coursework used for teacher salary advancement.

Under the new Illinois law, beginning with coursework completed on or after July 1, 2026, graduate coursework recognized by a public school employer for salary advancement must be graduate-level, degree-eligible credit offered through a regionally accredited institution of higher education, documented on an official academic transcript, and include an instructor of record. REAL courses are graduate-level University of St. Francis courses, appear on an official USF transcript, include an instructor of record, and are degree-eligible. REAL coursework may be applied toward applicable University of St. Francis graduate degree requirements, subject to the requirements of the specific degree program.

Accordingly, REAL courses are structured to satisfy the coursework standards established in Public Act 104-0795 for graduate credit that may be recognized for salary advancement. Individual school districts and other public educational employers retain responsibility for determining salary-schedule placement and implementing their own documentation and approval procedures. Educators should continue to consult their district or collective bargaining agreement regarding local requirements for salary advancement.

• The current tuition rate for these Partner Program courses is $205* per credit hour unless indicated otherwise.

• Courses taken outside designated sections are billed at standard university tuition rates.

• Courses offered through REAL are not eligible for federal financial assistance.

• Courses offered through this Partner Program are subject to both USF and Partner policies.

Courses in this series are offered 100% online. Click on the course title to view a sample syllabus. 

• EEND 631 Theoretical Foundations of Bilingual and ESL (4)  Presents for the participants historical trends related to English language development and examines research and theories of first and second language acquisition. The rational for English language acquisition programs and an introduction to instructional approaches to facilitate language development are also presented.

• EEND 632 Methods and Materials for Teaching ESL (4)  Provides for the participants the competencies needed by all teachers of limited English proficient and English language development learners. This course presents strategies, techniques and skills in teaching Pre-K—12 academic subjects, including techniques to improve ESL learners’ reading comprehension, speaking and writing skills. The theoretical bases underlying instructional strategies and techniques are presented, along with advantages of each instructional approach. 

• EEND 633 Assessment of Bilingual and ESL Students (3)  Analyzes for the participants the implications of second language acquisition theory on testing, explores the relationship between bilingualism and cognition, and presents an overview of procedures for the identification and assessment of limited English and English language development students. An overview of assessment instruments and ESL educational program placement options will also be presented. 

• EEND 634 Cross Cultural Studies/Limited-English Proficient Students (3)  Focuses on cultural factors for the participants that influence teaching and learning. This course also provides intensive consideration of cultural and linguistic diversity, its impact on instruction, and strategies for effective instruction in the multicultural and linguistically diverse classroom.

• EEND 636 Linguistics (4)  Focuses on the properties for the participants that all languages have in common and the way languages differ. As an introduction to the science of language, this course surveys the main branches of linguistics: phonology, morphology, syntax, semantics and sociolinguistics, as they apply to language learning and teaching. However, no background in linguistics or any foreign language study is required or assumed in the course.

This following course is required for the Bilingual Education Endorsement.

• EEND 637 Methods and Materials for Teaching Bilingual Students (3)  Focuses on the strategies appropriate for teaching bilingual students in a bilingual program of instruction. Language development of the bilingual students is explored through instructional theories, methods, and approaches to promote bilingual learning and language. Special consideration will be given to integration of literacy in content areas, assessment of bilingual students, and effective parental involvement in bi-literacy development.

ABOUT THE ESL and BILINGUAL EDUCATION  ENDORSEMENTS

Educators interested in adding the ESL or Bilingual Education endorsements to a valid PEL are encouraged to visit their local ROE or the ISBE website for current requirements.

All candidates seeking an ESL or Bilingual Endorsement must provide proof of either three (3) months of full-time teaching OR 100 clinical clock hours of experience in a setting with Limited English Proficient (LEPs) students for the ESL endorsement and (specifically) TBE Bilingual (program) students for the Bilingual Endorsement.

Appropriate Target Language Proficiency or English Language Proficiency test (as applicable) is required for the Bilingual Education Endorsement ONLY,