Teaching English to Speakers of Other Languages (TESOL) (MSEd)

Master of Science in Education - Teaching English to Speakers of Other Languages (TESOL)

Students in the MSEd TESOL program are immersed in multi-layered theoretical and practical approaches to teaching English as a Second Language (ESL), from language acquisition and literacy development to effective English as New Language Learners (ENL) pedagogy. Students taking classes full time will complete this program in just three semesters with their studies culminating in a capstone project.

The MSEd TESOL program is designed for those already possessing (or about to possess) New York state teacher certification looking to earn a master’s degree and certification in ESOL, which enables program completers to teach English as a New Language (ENL) in pre-K-12 settings.

Program requirements

Students must have at least 12 credits or the equivalent of study for a language other than English before enrolling in the MSEd program. In addition to 33 credit hours of TESOL coursework, students must complete requirements in fieldwork and an internship, as well as a capstone project.

Culminating paper/project requirement

Students in the TESOL programs enroll in an advisor-guided capstone course in their final semester. This capstone course provides a unified research base upon which to complete the culminating research project.

Plan of study

The plan of study for the MSEd in TESOL program provides students and advisors with a form to guide students through the requirements.

Required courses

• EDUC 504 - Foundat Biling & Multicult Edu

  Examination of diverse cultural backgrounds of students and teachers; ways in which these differences affect the practice of schooling, particularly in early childhood, elementary, and secondary educational settings. Nature of "education that is multicultural" and link to issues of school culture, educational policy, community relations, curriculum, classroom interactions, teaching styles, student learning, grouping practices, labeling, assessment and the need to develop strategies for the improvement of educational practice. Dynamics of race, class, gender, ethnicity, religion, disability and sexual orientation; effects on schooling. Offered: fall. 3 credits. Levels: Graduate, Undergraduate

• EDUC 529 - Grammar for English Teachers

  Rethinking of English grammar from a structural and transformational-generative perspective. Explores how words, phrases, clauses, and sentences are formed as well as the rhetorical implications of grammatical choices and the study of figures in style. Employs a common-sense, lively approach to grammar designed to solidify students' experiences with grammar and renew confidence in writing and speaking and focuses specifically on teaching English Language Learners of all ages from elementary through university students. Lecture/lab format. Weekly homework, course project, final exam; no papers. Especially useful for students in TESOL, English education, Creative Writing, or a writing-intensive discipline. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

• EDUC 581 - Linguistics for Teachers

  This course provides an introduction to linguistic theory to help teachers make linguistically informed decisions about teaching and assessment. The course covers Phonology, Morphology, Syntax, Semantics, and Pragmatics as well as introduces some major issues in Sociolinguistics and Psycholinguistics, with attention to grammatical choices and implications. Emphasis is given to the practical application of linguistic knowledge in the ESL/EFL classroom. Offered: fall. 3 credits. Levels: Graduate, Undergraduate

• EDUC 584 - Methods & Assessment for ELLs

  This course offers opportunities to develop both content and experiential knowledge in the teaching of English as a Second/Foreign Language. A number of ESL teaching methods will be discussed in light of the linguistics and learning theories that they derive from. The course is designed to develop an understanding of the principles and methods of language teaching and understand different assessment techniques used to measure students’ learning. Further, use of assessment results to improve classroom instructions and major concerns related to assessing English Language Learners will be discussed. *A minimum twenty-five (25) hours of fieldwork is required. Offered: fall. 3 credits. Levels: Graduate, Undergraduate

• EDUC 585 - Global Contexts for TESOL

  As we are living in an increasing globalized world, the importance of educating language teachers to meet this change is critical. The first part of this course covers intercultural communication and global competence. The second part explores issues and topics regarding teaching English in global contexts. This course will provide theoretical and empirical investigation of real-world issues and challenges in which language education is a central issue. Topics include intercultural communication, culture and identity, language policy, and discourse, and cases studies. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

• EDUC 587 - L2 Reading, Writing Technology

  This course provides students with an ever-increasing variety of technologies that can promote students’ learning and motivation. In this class, students will first explore what technologies are available to them as ESL/EFL teachers, understand the challenges for teachers and students in both high- and low-technology teaching contexts, and will become critical users of commercial language learning products. Students will experience new media technologies such as wikis and digital stories for language learning. Students are expected to plan and design how to use CALL, Internet resources, and new media technologies in promoting language and literacy developments. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

• EDUC 588 - Content Bsed ESL Curric Instru

  This class focuses on application of principles of second language acquisition to promote language, literacy and academic development in content area classrooms. This course will cover the functions and features of academic English language and examine types and features of academic language used in subject areas. During the course, various teaching strategies and techniques will be explored to support both native English speakers and ELLs in their development of content knowledge, thinking skills, communication skills, and literacy skills. Instructional strategies to promote students’ listening, speaking, reading and writing will be highlighted. *A minimum twenty-five (25) hours of fieldwork is required. Offered: spring. 3 credits. Levels: Graduate, Undergraduate

• EDUC 591 - Internship in TESOL

  Students in the TESOL Program complete this internship as a final course to meet their exit requirement. This course is designed to help TESOL students refine their skills as teaching professionals. Throughout the course, students will integrate theory, research, and conceptual foundations into planning and executing lessons. Course activities and assignments will prepare TESOL students to be professional language teacher. During the specified time based on the students’ individual track, a mentor teacher at the host institute will fill out evaluation forms for internship students’ lesson plans and overall observations, and provide narrative feedback on teaching demonstrations. University faculty will also observe and provide evaluation on internship students’ teaching performance. Offered: fall, spring and summer. 3 credits. Levels: Graduate, Undergraduate

• EDUC 595 - TESOL Capstone Proj or Thesis

  TESOL majors will take this advisor-guided independent study in their final semester. This capstone course provides a unified research capstone course provides a unified research base upon which to complete the student’s master’s project. The course instructor and the student’s advisor must approve the proposal prior to implementing the project and both will have to approve the project as meeting Satisfactory (B or Better) in order for the student to receive credit for the course. Offered: fall, spring and summer. 3 credits. Levels: Graduate, Undergraduate

• LTRC 518 - Literacy Assessment & Teaching

  This course develops competence in administering, analyzing, and critiquing both formal and informal literacy assessments, and using this information to provide appropriate instruction to struggling learners. It is offered for classroom teachers, reading teachers, and special education teachers. During the first hour teachers tutor children in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing skills through targeted assessment. Each teacher prepares a case report on a child/children and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly or according to a schedule established by the instructor. Offered: semester offered varies. 3 credits. Levels: Graduate, Undergraduate

Students enrolled in teacher preparation programs must earn at least a B- in all courses to progress to subsequent semesters.

Inquiries

For questions regarding Binghamton University’s advanced teacher preparation program in TESOL, contact tlel@binghamton.edu.

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To apply to this program, visit our Admissions webpage.