Courses & Curriculum
The Master of Science in TESOL Education meets the master’s degree requirement for New York State Professional Certification. Additionally, program coursework meets the New York State requirements for TESOL certification for grades K-12. The New York State Content Specialty Test (CST): English to Speakers of Other Languages must also be completed before applying for certification.
TESL 581 Cultural Perspectives Multilingual Education (3 credits)
TESL 582 Theory and Practice Multilingual Education (3 credits)
Prerequisite: TESL 585
TESL 583 Linguistics, Literacy, & Second Language Acquisition (3 credits)
TESL 585 Curriculum, Assessment, & Methods of Teaching English as a Second Language (3 credits)
TESL 587 Evaluation of Curriculum & Assessment of Native Language and TESOL Instruction (3 credits)
TESL 588 College Supervised Fieldwork in TESOL: Student Teaching (3 credits) Prerequisite: TESL 583
EDR 515 Measurement and Statistics (3 credits)
EDR 616 Research Methods (3 credits)
Select two of the following elective courses (6 credit hours):
TESL 584 Curriculum, Assessment, & Methods of Teaching Native Language Arts
TESL 586 Methods of Teaching Literacy Skills for Subject Areas in the Native Language
EDR 501 Reading & Writing in the Content Areas
EDR 504 Adolescent Literacy
EDR 508 Emergent Literacy
Total: 30 credit hours
Note: If completing the optional Bilingual Education Extension, select TESL 584 and TESL 586 for electives.
Click here for degree requirement summary (DRS) sheet.
The TESOL Advanced Certificate is available for classroom teachers who already have a master's degree and initial certification in teaching (completed or in progress). Twelve credit hours in LOTE is also required. The program meets New York State (NYS) requirements for TESOL certification for grades K-12. The NYS CST must also be completed before applying for certification.
TESL 590 Foundations, Theory, & Practice of Bilingual General & Special Education (3)
TESL 583 Linguistics, Literacy, & Second Langauge Acquisition (3)
TESL 585 Curriculum, Assessment, & Mthods of Teaching English to Speakers of Other Languages (3)
TESL 586 Methods of Teaching Literacy Skills for the Subject Areas in teh Native Language (3)
TESL 587 Evaluation of Curriculum & Assessment in the Native Language and TESOL Instruction (3)
TESL 588 College Supervised Fieldwork in TESOL--Student Teaching (3) Prerequisite: all coursework completed
Total: 18 credit hours
Click here for degree requirement summary (DRS) sheet.
TESL 581: Cultural Perspectives in Multilingual Education
TESL 581 will examine the current debate regarding the role and definition of culture in the study of TESOL and the ESL classroom. Students will come to understand the effects of stereotyping the cultural characteristics of ESL students as well as the very real impact culture has on students’ learning styles and classroom experiences. TESL 581 candidates will examine the potential impact their teaching strategies will have in the ESL classroom, with regard to understanding their own cultural characteristics and presuppositions. A balanced view of intercultural communication is the goal. Includes fieldwork designed to investigate cultural differences.
TESL 582: Theory and Practice of Bilingual/Multilingual Education
This course will introduce the candidate to a survey of theories and research relevant to the teaching and learning of English as a second/foreign language that seem currently most productive. Current research and theoretical advances are described and evaluated. Candidates will have an opportunity to investigate theory informing best practice. Course participants will be provided opportunities to engage literacy theories and practices that promote biliterate outcomes in K–12 schools that serve diverse student populations. This includes but is not limited to language, immigration status, gender identities, culture, and economic backgrounds. Candidates will research and observe the theory and practice of teaching ELLs through a limited field experience. They will also be required to interview a TESOL administrator. More advanced study and supervised teaching practice will be acquired as candidates apply these skills in an ESL classroom during their supervised field experience.
TESL 583: Linguistics, Literacy, and Second Language Acquisition
This course provides an up-to-date introduction to the study of linguistics, the discipline that investigates and describes the language, acquisition, production, and comprehension of language for bilingual learners. The course will examine English language structures —the language of the dominant society — and will aim to enhance language awareness. Course content will include an introduction to the core disciplines of linguistics, the scientific study of language as they apply to literacy learning, including phonetics, phonology, morphology, syntax, and semantics. Candidates will consider how grammar is shaped by human cognition, culture, and speakers’ communicative goals as well as how languages around the world construct words, figurative language, and sentences. Linguistics knowledge and language teaching methods are treated as integrated topics in core subject areas. Primary course goals are to provide candidates with the necessary information on language as a dynamic system (and domains related to language) and creating an intellectual background for language, understanding the process of second language acquisition and the role of formal language instruction An expected outgrowth of the study of linguistics is that students will realize the relationship between understanding specific structures in a language, effective language teaching and the multitude of factors affecting the process of second language acquisition. Field experience will be required to observe examples of student speech.
TESL 584: Curriculum, Assessment and Methods of Teaching Native Language Arts
This course is an introduction to Native Language Arts Instruction for speakers of other languages (TESOL). It is intended to provide models of instruction in the native language arts which are aligned with the New York State learning standards. Through reading, discussion, observation and demonstration, candidates will come to understand the importance of native language literacy in the development of literacy in the second language (NYSED.gov). It has been found that there is a strong and positive correlation between literacy skills in the native language and literacy skills in the second. Students with the highest levels of native language literacy are those who eventually become the strongest readers in the second language. Candidates will become familiar with approaches to teaching NLA in the “Post-Method” Era. Candidates will be provided with experiences in teaching grammar, pronunciation, speaking, listening, vocabulary, reading and writing as well as experience a variety of methods to assess these components of Native Language Arts. As research has demonstrated, those skills and concepts learned in one language serve as a reference point for development of a second language. Therefore, a strong native language arts instructional program integrating learning experiences and standards will facilitate the transfer of literacy skills into English and will develop the ability to complete increasingly complex academic tasks.
TESL 585: Curriculum, Assessment and Methods of Teaching English to Speakers of Other Languages
Thiscourse is an introduction to methods and materials for the teaching of English to speakers of other languages (TESOL). It is intended for those who contemplate a career in TESOL. Through a program of lectures, readings, discussions, and practical teaching exercises, candidates will explore the educational contexts in which English is taught and learned, some methods and materials that teachers have used to teach it, and the links between what teachers and learners do in class and what applied linguistic research tells us about how second languages are learned. Satisfactory completion of the course indicates that candidates have acquired a basic knowledge of the methodology and materials of TESOL and basic skills in putting that knowledge into practice. More advanced study and supervised teaching practice will be acquired as candidates apply these skills in an ESL classroom during their supervised practicum.
TESL 586 Methods of Teaching Literacy Skills for the Subject Areas in the Native Language
This course is for elementary and secondary teachers who will be or are currently working with culturally and linguistically diverse students. The course explores English language development in the context of academic language socialization, specifically through the instruction of literacy skills along with the curricula of the content areas. There is a focus on literacy within the core subject curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. There is a focus on core curricular areas, pedagogy, and materials for responsive instruction that utilizes research-tested approaches and instructional strategies that actively engage students in learning. It includes responsive instruction which is differentiated; it meets the needs of ALL learners including those who struggle, those in the middle, and those who are high achievers and need challenges.
TESL 587: Evaluation of Curriculum and Assessment in Native Language and TESOL Instruction
In this course candidates examine curriculum, assessment measures and evaluation protocols as well as methodologies for dynamic instruction (instruction that includes ongoing assessment in the process of teaching) with ESL/CLD learners. Current research and materials for native language and TESOL instruction, assessment, and evaluation will be analyzed for validity, reliability, and utility. Various curricular instructional models for dynamic instruction will also be explored for effectiveness. Candidates will analyze the internal construction of testing instruments, procedures for alternative assessment of ESL/CLD students and options for appropriately adapting tests that are part of classroom curriculum in ways that make them effective and equitable for ESL/CLD learners. Students will complete a field case study as part of this course.
TESL 588: College Supervised Fieldwork in TESOL/Student Teaching
This is a field based supervised practicum in which candidates demonstrate competencies related to providing instruction to CLD/ESL students and leadership on TESOL within a school setting. They work with a teacher of CLD/ESL students in an assigned school and with a college supervisor. Students participate in seminar sessions for reflection, “debriefing”, and dialog on their experiences.
TESL 590: Foundations of Bilingual Education/Foundations, Theory and Practice of Bilingual General and Special Education
This is a survey course intended to explore foundational elements of bilingual education: theory and practice, cultural perspectives, and linguistics and grammar. A survey of theories, practices, and research currently most productive and relevant to the teaching and learning of English as a second/foreign language are described and evaluated. Candidates will have an opportunity to investigate theory informing best practice. Examination of cultural perspectives will include the current debate regarding the role and definition of culture in the English Language Learner (ELL) classroom. Students will come to understand the effects of cultural stereotyping, as well as the impact culture has on students’ learning styles and classroom experiences. Finally, candidates will be introduced to the core disciplines of linguistics, the scientific study of language, as they apply to literacy learning, including phonetics, phonology, morphology, syntax, and semantics. Candidates will consider how grammar is shaped by human cognition, culture, and speakers’ communicative goals as well as how languages around the world construct words, figurative language, and sentences.
TESL 591: Assessment Strategies for Limited English Proficient Students with Disabilities
Students in this course will develop competencies in appropriate multidisciplinary assessment techniques for limited English proficient children (LEP) with disabilities. Students will learn formal and informal assessment strategies for LEP children and their families. Course content will include using data to plan appropriate Individualized Education program goals, objectives, and present level of performance (PLEP) statements. Students will ways to ensure reliable and valid assessment results for LEP students and will learn ways to collect and use qualitative data as an assessment tool.
TESL 592 Methods of Service Delivery in the Native Language and in English
Methods, materials and assessment criteria used to teach English as a second language and Native Language Arts to limited English proficient students, including those with disabilities, at the elementary and secondary levels to meet the English as a Second Language Learning Standards (listening, speaking, reading and writing) and the Native Language Arts Learning Standards (listening, speaking, reading and writing) and assessment requirements in the state of New York. It stresses the importance and skills necessary for collaboration with classroom teachers.