Curriculum

The M.ED. in Languages (ESOL) program is designed to be completed in 4 semesters but the program is flexible and students can take 1, 2, or 3 courses per semester for up to 6 years. Students may take a part-time load of 2 courses per term and still graduate within 2 years. The Core Curriculum includes 16 credit hours of core courses in Language Education (LALE) and Foundations of Education (EDFS) courses to help you better understand the processes that guide language acquisition, introduce you to recent empirically proven studies in the best practices in language teaching and methodology, and give you the tools to help language learners most effectively. There are 12 credit hours of courses specific to teaching English to Speakers of Other Languages (ESOL). In these courses, students focus on the strategies specific to the acquisition of English, including diverse techniques to reach speakers from a variety of backgrounds, multicultural approaches and methodologies, and the latest research in improving students’ acquisition of English. The program also features 6 credit hours of elective courses and a capstone standards-based teaching portfolio adapted from the TESOL guidelines. The M.Ed. in Languages (ESOL) is a 31-credit master’s degree program that will provide you with a strong, comprehensive, and balanced approach to helping others improve their English language proficiency. 

The Core Courses are:

COURSE DESCRIPTIONS - CORE COURSES

EDFS 635 EDUCATIONAL RESEARCH (3)

An in-depth study of methods used in different types of educational research. Includes involvement of the student in the process of educational research design, implementation, reporting, and evaluation.

LALE 601: APPLIED LINGUISTICS (3)
This course explores the different areas that comprise the field of Applied Linguistics with the goal of observing how they inform second language teaching and learning. It addresses questions about the complexities of second language learning as well as issues surrounding the education and training of second language teachers.

LALE 602: ADVANCED LANGUAGE TEACHING METHODOLOGY (3)
This course incorporates the latest research findings on foreign language pedagogy and theory. Students will create lesson plans, units, and activities based on specific aspects of foreign language teaching. Class sessions involve discussion of assigned readings and application of the content of the readings to teaching diverse learners. 

LALE 603: SECOND LANGUAGE ACQUISITION (3)
This course introduces the field of second language acquisition from a theoretical and methodological perspective. Students will explore the most important linguistic, psychological, and social influences that affect the rate and course of second language acquisition. The course draws comparisons between the acquisition of a first and second language. Students will analyze actual second-language learner data. Prerequisite: Applied Linguistics.

The ESOL Courses are:

ESOL COURSE DESCRIPTIONS:

EDFS 670: PRINCIPLES AND STRATEGIES OF TEACHING ENGLISH TO NON-NATIVE SPEAKERS (3)
A survey course intended to provide pre-K through grade 12 educators knowledge of the principles underlying methodologies and techniques for promoting acquisition of a second language through academic content. The main focus is to demonstrate a variety of instructional strategies that can benefit all students in a multi-cultural classroom.

EDFS 671 TEACHING READING AND WRITING TO K-12 SPEAKERS OF OTHER LANGUAGES (3)
This course is intended to provide a theoretical foundation for the teaching of reading and writing English to limited English proficient (LEP) learners in K-12 schools. Participants will learn about journal writing, reading/writing workshops, family literacy, writing for publication, and writing in the content areas.

EDFS 672 LINGUISTIC AND CULTURAL DIVERSITY IN EDUCATION (3)
This course provided pre-K-12 educators with an understanding of issues affecting linguistically and culturally diverse learners. Topics include: analysis of language and its development in diverse settings, history of bilingual education, cultural/learning style preferences, cultural influences in curriculum and materials, legal issues related to serving limited English proficient learners, ESOL program development, and homeschool collaboration.

EDFS 673 ASSESSING STUDENT PERFORMANCE (3)
This class will provide a theoretical foundation for gathering and analyzing the data necessary for effective assessment of instruction serving language minority learners. Students will learn to question what kinds of data are collected, why and how data are used, and what kinds of data may be overlooked in the assessment process.

 


Approved Electives

Please note that some of these courses may not always be offered online. Students are encouraged to consult with Program Director in selection of elective courses for timely degree planning.

In the final semester of the program, all Master's degree candidates prepare capstone standards-based teaching portfolio. The requirements for the standards-based teaching portfolio are adapted from the Teachers of English to Speakers of Other Languages (TESOL) National Standards for our ESOL emphasis candidates. The M.Ed. in Languages Executive committee evaluates the teaching portfolio and confirms that the candidate has met expectations for each required dimension.

COURSE DESCRIPTION

LALE 695 STANDARDS-BASED TEACHING PORTFOLIO (1)

Independent work on the Standards-based teaching portfolio under the guidance of the director or a faculty member in the program. To be completed in the last semester/term of study.

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