Kennesaw State University (KSU) is taking significant strides to address the growing need for bilingual and multilingual teachers in Georgia, which has the eighth highest number of multilingual students in the United States. The U.S. Department of Education has awarded KSU’s Teaching English to Speakers of Other Languages (TESOL) program in the Bagwell College of Education over $2.5 million to support recruitment and retention efforts for these educators.
According to the U.S. Census, approximately 1.06 million Georgians speak a primary language other than English, with Spanish being the most common, followed by languages from Asia and Pacific Island nations. Recognizing this diversity, KSU aims to tackle the shortage of English to Speakers of Other Languages (ESOL) teachers, a challenge faced by many schools across the country.
Leadership and Goals of the Program
The initiative is spearheaded by a team of multilingual researchers: Jayoung Choi (Principal Investigator and professor of TESOL), Tuba Angay-Crowder (Co-PI and Project Manager), and Espinosa (Co-PI and clinical assistant professor of TESOL). All three leaders have immigrant backgrounds, emphasizing the importance of their work in recruiting teachers who reflect the linguistic and cultural diversity of Georgia’s student population.
“It is crucial to have bilingual or multilingual teachers, especially in Georgia, where we have a diverse student population,” Choi stated. “Schools in Georgia, like many parts of the U.S., are experiencing a significant shortage of qualified ESOL teachers.”
The grant is part of a broader $7.5 million funding initiative under the National Professional Development program and will support KSU’s “Grow Your Own” TESOL program over the next five years. This project aims to recruit and train 160 bilingual and multilingual teacher candidates during that period.
Pathways for Future Educators
The “Grow Your Own” program features three pathways for aspiring educators:
- Master’s Degree in Teaching: This pathway targets candidates seeking advanced credentials.
- Graduate-Level Certification Program: Designed for those who want to obtain teaching certification without a full degree.
- Undergraduate-Level TESOL Courses: This pathway aims to attract bilingual teacher aides and high school students from local communities.
Angay-Crowder noted, “Our project supports teacher candidates by providing financial and academic assistance through tuition assistance, mentoring, and coursework. It also emphasizes community-based recruitment, encouraging individuals who understand local linguistic and cultural dynamics to pursue teaching.”
Candidates who complete the program will receive ongoing support, including mentorship and professional development, ensuring they possess the skills needed to effectively teach English learners.
Measuring Success
The team hopes that 80% of teacher candidates will complete their respective programs. Espinosa emphasized the importance of retention, stating, “Success will also be evaluated by the program’s ability to retain candidates.”
By the end of the five-year project, the goal is to have recruited 80 candidates for the Master of Arts in Teaching licensure, along with 40 candidates each for the non-degree programs and undergraduate TESOL courses.
Choi highlighted the dual role of bilingual teachers, stating, “In addition to language instruction, bilingual or multilingual teachers serve as important role models, showing students from similar backgrounds that they can succeed academically while maintaining their cultural identity. This representation is powerful and can inspire students to pursue their own academic goals, including careers in education.”
The first cohort of students is set to begin the program in the summer of 2025.
Note: The content of this publication was developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and no endorsement by the Federal Government should be assumed.
