English to Speakers of Other Languages (ESOL), MEd

Graduate Program Coordinator: 

Dr. Peter Parker 
  

The graduate program in English to Speakers of Other Languages (ESOL) education leads to a Master of Education (M.Ed.) degree in ESOL. The program is designed to prepare educators with the content knowledge, pedagogical strategies, and resources necessary to support the academic, social and language needs of English learners in K-12 educational settings.  

Candidates receive training in language acquisition and pedagogy, reading and writing instruction, classroom methodologies, materials development, cross-cultural communication, and language assessment. Particular attention is given to an asset-based approach where learners’ home language, culture and background knowledge is used to support English language and literacy development. 

Admission to the Program 

Applicants interested in the M.Ed. in ESOL are encouraged to contact the ESOL graduate coordinator to discuss their goals in relation to the program. The program may be of particular interest to K-12 teachers who would like to add an ESOL endorsement to their teaching license, as well as to educators wishing to develop skills in working with English language learners. Applications to this program are made through the Graduate Admissions Office. All applicants must hold a bachelor’s degree from an accredited institution. 
 

Objectives of the Program 

1. Demonstrate knowledge of the various components of language-phonetics, phonology, morphology, syntax, semantics, pragmatics-and their implications for language development. 

2. Show understanding of the writing conventions of different writing systems and their similarities and differences to English. 

3. Evaluate different approaches to second language teaching in relation to their theory of language and language learning, teacher and learner roles, and classroom techniques. 

4. Demonstrate how the interaction across different contexts (e.g., social, familial, academic), can impact the education of culturally and linguistically diverse learners. 

5. Distinguish language acquisition development and cultural behaviors from a disability. 

6. Identify effective strategies, appropriate materials, and useful resources to plan lessons and support instruction in ESOL and mainstream classroom settings. 

7. Demonstrate foundational knowledge of literacy (i.e., phonological awareness, phonics, vocabulary development, fluency, comprehension, writing) and the scientific study of how reading and writing is learned.  

8. Illustrate understanding of how research and theories inform best practices for students. 

9. Plan and devise instruction that integrates content-area reading, writing, listening and speaking skills for English language learners at different ages and ability levels. 

10. Construct valid, reliable and appropriate language assessment measures for English language learners of different language abilities. 

11. Evaluate the emerging uses of technology in language teaching/learning and ways it can be used to foster student learning. 

12. Identify an area of research where there is a need for better understanding or that addresses a gap in the current literature on English language learners.