Master of Arts (M.A.)
TESOL Education
Program Highlights & Benefits
Hybrid format combines personal experience with convenience of online learning
2 year completion time, including breaks
Cohort model helps facilitate supportive and collaborative learning
Workload designed for full time professional educators
Goals and Focus of the Program
The Master of Arts in TESOL Education will provide the knowledge, skills, and strategies needed to teach the increasing numbers of English Language Learners (ELL) in today’s multicultural and diverse classrooms.
Program Design
The Master of Arts in TESOL Education program follows a cohort instructional model with a hybrid delivery structure. Eight-week courses include a combination of online (synchronous and asynchronous learning activities) and hybrid (at least 50% online class sessions) courses, determined by course content. This program includes face-to-face sessions that take place from 4:45 PM – 8:45 PM on the same night of the week at a central location, and online sessions that may require meeting virtually during this scheduled class time. The duration of the program is approximately two years.
Prerequisites
Students in the Master of Arts in TESOL Education program must have a Bachelor’s degree from a regionally accredited institution with a minimum GPA of 2.5; one year of full time, contracted teaching experience; and access to a classroom and students throughout the duration of the program to fulfill field study requirements.
Degree Requirements and Career Outcome
The degree requirements for this program are successful completion of the program’s respective courses (listed below) and completion of a capstone project as a university requirement, which is embedded within the coursework. Upon completion of this program, students will have earned a Master of Arts in TESOL Education. The program is aligned with Connecticut Cross-Endorsement Regulations in TESOL and Bilingual for students who hold current CT teaching certification. Individuals seeking to become TESOL teachers must demonstrate written proficiency in English with a passing score on the Praxis 2 Core Academic Skills Test in Writing. Those seeking to become elementary level bilingual teachers are required to be certified in elementary education AND bilingual education; those seeking to become secondary level bilingual education teachers must be certified in both the subject area they will teach AND in bilingual education. In addition, individuals must demonstrate written proficiency in English with a passing score on the Praxis 2 Core Academic Skills Test in Writing AND proficiency in the other language of instruction through passing scores on the American Council on the Teaching of Foreign Language (ACTFL) Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT).
Plan of Study
| Course | Title | Hours | ||
EDUC 551 | Teaching in Culturally and Linguistically Diverse Classrooms | 3 | ||
LING 501 | Applied Linguistics for TESOL | 3 | ||
LING 502 | Second Language Acquisition | 3 | ||
| EDUC 552 | Methodology for Second Language Teaching | 3 | ||
| EDUC 559 | Second Language Assessment | 3 | ||
EDUC 553 | Materials and Curriculum Development for TESOL | 3 | ||
EDUC 550 | Second Language Composition | 3 | ||
EDUC 567 | Advance Studies in Intercultural Learning* | 3 | ||
EDUC 579 | TESOL Practicum* | 3 | ||
EDUC 569 | Policy Partnerships and Advocacy for TESOL* | 3 | ||
| Total Credit Hours: | 30 | ||
Please Note:
*Master’s Capstone Project 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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