Master of Arts (M.A.) in
TESOL Education
Cross-Endorsement for Certified Educators
Empowering educators to teach and inspire multilingual learners!
Why Choose the MA in TESOL Education at USJ?
- Fully Online Cohort
Study from anywhere while staying connected to a supportive peer group.
- Live Virtual Classes
Just one evening per week—built for working educators.
- 8-Week Courses
Focused, fast-paced, and designed for immediate classroom application.
- Integrate Technology Tools
Learn how to use emerging technologies to help support students in the classroom.
- Innovate Your Practice
Deepen impact with inclusive, research-informed strategies.
- Designed for Balance
Finish in 2 years—without stepping away from your classroom.
Transformative Learning for Today’s Classrooms
As classrooms across the U.S. grow increasingly linguistically and culturally diverse, the need for skilled, compassionate educators who can support multilingual learners has never been greater. The Master of Arts in TESOL at the University of Saint Joseph prepares certified teachers to become leaders in teaching English to speakers of other languages in K–12 settings.
Grounded in the latest research and best practices, this program empowers teachers to foster language equity and create inclusive classrooms where all students thrive.
Program Design
Built for working educators, this fully online program combines the flexibility of asynchronous learning with the richness of live, weekly online sessions that promote collaboration and real-time engagement.
- Follows a cohort model for peer support and community
- Courses are offered in eight-week blocks, one at a time
- Live class sessions meet one evening per week from 4:45 PM – 8:45 PM
- Program can be completed in approximately two years
Prerequisites
To apply, candidates must:
- Hold a bachelor’s degree from a regionally accredited institution (minimum GPA of 2.5)
- Possess a valid Connecticut teaching certificate
- Have access to a classroom or students throughout the program for field-based assignments
Note: The program also welcomes administrators and teachers in Pre-K-12 settings, including those in non-public school environments. These professionals are eligible for admission and will benefit from the program’s specialized content; however, they are not eligible for cross-endorsement or state licensure through this program.
For educators seeking initial certification or licensure, please see the University of Saint Joseph’s Master of Arts in Teaching (MAT) programs.
What You’ll Learn
This cross-endorsement program is designed to equip educators with the tools to:
- Understand second language acquisition and linguistics
- Develop culturally responsive instruction
- Differentiate academic content for English learners
- Support literacy development in multilingual contexts
- Collaborate effectively with families, colleagues, and school communities
Degree Requirements and Career Outcomes
To earn the Master of Arts in TESOL Education, students must successfully complete all required coursework and a course-embedded capstone project, which serves as a culminating demonstration of applied knowledge and instructional practice.
This program is fully aligned with Connecticut State Cross-Endorsement Regulations in TESOL and Bilingual Education for educators who hold a valid Connecticut teaching certificate. While the program does not lead to initial teacher certification, it provides a recognized pathway to expand credentials and instructional impact.
TESOL Cross-Endorsement:
Educators seeking cross-endorsement in TESOL must:
- Hold valid Connecticut teacher certification
- Demonstrate proficiency in written English by earning a passing score on the Praxis Core Academic Skills Test – Writing
Bilingual Education Cross-Endorsement:
Educators pursuing bilingual education endorsement must meet the following additional requirements:
- Hold certification in:
- Elementary Education for teaching in bilingual elementary settings, or
- The subject area to be taught in secondary bilingual settings
- Demonstrate:
- Proficiency in written English (Praxis Core Writing), and
- Proficiency in the language of instruction other than English, with passing scores on the ACTFL Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT)
Graduates of this program are well-prepared for roles as:
- TESOL teachers in K–12 settings
- Bilingual educators (with appropriate testing and certification)
- Instructional leaders in multilingual education
- Curriculum specialists and language equity advocates
This master’s program expands your credentials and deepens your expertise in meeting the academic, linguistic, and cultural needs of multilingual learners—preparing you to lead inclusive classrooms that foster success for all students.
Plan of Study
| Course | Title | Hours | ||
EDUC 551 | Teaching in Culturally and Linguistically Diverse Classrooms Candidates develop an awareness of their own stereotypes and biases, cultural identity processes and second-language acquisition. They also learn what it is like to be a child from a non-dominant culture in U.S. classrooms. Candidates learn how to support all students in their classrooms. A field study is required in a bilingual or multilingual schooling context to complement and enhance conceptual understanding. | 3 | ||
LING 501 | Applied Linguistics for TESOL Students will analyze the elements of language common to all languages, such as grammar. Students will demonstrate knowledge of various linguistic aspects of English and other languages such as phonetics, morphology, syntax, semantics, pragmatics, dialects and discourse varieties. | 3 | ||
LING 502 | Second Language Acquisition This course introduces students to current and historical theories in language acquisition. Students will explore the difference between L1 literacy development and L2 literacy development and the factors that affect language learners’ development. | 3 | ||
| EDUC 552 | Methodology for Second Language Teaching Students will explore methods and approaches relating to second language teaching and learning. Students will demonstrate knowledge of how children develop listening and speaking skills for a variety of academic and social purposes | 3 | ||
| EDUC 559 | Second Language Assessment Candidates will critically analyze test types, as well as create their own assessment tools, including rubrics. Finally, candidates will develop strategies for making standardized and district assessments more accessible to students learning English. | 3 | ||
EDUC 553 | Materials and Curriculum Development for TESOL Candidates explore dimensions of teaching and learning of English learners through a lens of backward design, and culturally and linguistically sustaining curriculum. Readings and discussions grounded in current research in the fields of pedagogy, linguistics, and cultural studies, will examine multiple forms of ELD curriculum design | 3 | ||
EDUC 550 | Second Language Composition This course concentrates on the research and proven practices of teaching and supporting writing of English Learners. Students will explore theory and practice of L2 writing, while experiencing the writing process as a learner. | 3 | ||
EDUC 567 | Advance Studies in Intercultural Learning* This course examines critical cultural perspectives on language learning, language use and education. It focuses on socio-cultural and language issues in education and pedagogical implications for linguistic and cultural minority students | 3 | ||
EDUC 579 | TESOL Practicum* This course will provide the background needed to complete an action research project using a problem of practice occurring in your classroom. Candidates will follow the steps of an action research project and will be supported in preparing a publishable article using the data collected and analyzed for the project | 3 | ||
EDUC 569 | Policy Partnerships and Advocacy for TESOL* This course will explore the history, ethics and core issues in language policy and planning | 3 | ||
| Total Credit Hours: | 30 | |||
Please Note:
*Master’s Capstone Included
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.
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