For the Master of Arts in Education in TESL, students must complete a total of 33 credit hours (21 hours for the ELL Advanced Certification and 12 additional hours for the full master's degree):
Additional DESE state requirements include:
- valid initial teaching certification
- 3 credit hours in Psychology of the Exceptional Child
- 3 credit hours in Literacy
- 3 credit hours in Reading Strategies & Interventions
Students should request a transcript evaluation from the School of Education to determine if they have met these additional requirements.
Language and Culture will explore norms, features, and traditions that influence language learning within the educational environment. It will examine contemporary cultures prevalent in the United States and identify educational differences caused by a multiplex of factors including culture, language, ethnicity, gender, socioeconomics, and education. The course will provide teachers with specific strategies for working with English Language Learners and for differentiating instruction to meet the needs of English Language Learners in heterogeneous classrooms. The course will review research concerning the reduction of challenges associated with the presence of language and cultural differences both in schools and in society.
Linguistic approaches to the study of language and usage, with traditional grammar as a foundation. Includes semantics, syntax, phonology, morphology, and language variations (dialects). The course will give particular attention to English and comparative linguistics.
Instructional methods and techniques for teaching vocabulary, reading, writing, speaking, listening, and visual literacy skills to ESL/EFL learners. Instructional techniques are critiqued as to their usefulness with different groups of language learners. Students will be prepared to develop the investigative, decision-making,and reflective teaching skills needed to work with English Language Learners of all ages, and to impart language instruction in the appropriate content-based context. Field-based assignment required.
Provide an overview of appropriate classroom materials, methods, reasons, and tools for the assessment and instruction of English Language Learners. Differences in developing the assessment of both the native and English languages will be addressed. An emphasis will be placed on authentic and performance-based materials and assessments used in content-based classrooms. Field-based assignment required.
A course designed to help teachers explore the wide variety of children’s and adolescent literature available for use in the classroom. The course will introduce narratives with bibliotherapeutic potential, high interest/low readability literature, literature to help young people make affective connections, literature for use in thematic studies, and literature to explore diverse cultures. Special emphasis on multicultural literature.
Second Language Acquisition is designed to focus on the theories of how humans develop language, how the development of first language differs from that of second language, and how teachers can use this knowledge to more effectively educate students who are English Language Learners within the context of the content area or grade level they teach. Field-based assignment required.
Supervised clinical experience in teaching ESOL in a K-12 situation as appropriate to the individual student’s program of study. This supervised clinical experience will occur under the direction of a university faculty member. Students must pass a background clearance check for this course. Fee required. Fee is non-refundable due to the background clearance check. Field-based placement required. Meets the capstone requirement for the ESOL certification program.
Developing effective grant writing skills is essential to acquiring competitive funding from government agencies and private foundations. This course will provide students with the background necessary to develop competitive funding proposals. It will focus on researching and identifying potential funding sources, understanding proposal guidelines in requests for proposals (RFP), writing objectives, developing project descriptions, preparing and justifying budgets, developing protocols for assessment, submitting grants, launching projects, evaluating projects, and grant reporting.
This course offers an in-depth evaluation of the strategies and research behind teaching reading and writing to English language learners and aims to assist theory with classroom practice. Participants will explore the processes and behaviors required of composition and comprehending a variety of text. A focus on the design of reading and writing experiences that develop the competencies of English language learners will be central to the course.
Principles for organizing and administrating an adult ESL program in a community-based or academic setting. Instructional methods and techniques for teaching and assessing adult ESL/EFL learners. Meets the capstone requirement for the TESL program.
This course is designed to teach educators to conduct an individualized action research project within their own classrooms to improve their practice. Students will learn the steps involved in developing an action research project, conduct the research, and share their findings as part of a culminating exercise. Must be taken at Avila University.