M.S. in TESOL
Responding to a critical community need, Graduate and Professional Studies at McDaniel College created the master’s program for Teachers of English to Speakers of Other Languages (TESOL). The TESOL program is designed to promote excellence in teaching speakers of other languages. The program places a strong emphasis on the development of: professionalism in language education; individual language rights; accessible, high quality education; collaboration in a global community; interaction of research and reflective practice for educational improvement; respect for diversity and multiculturalism; and promotion of professional development and exchange for educators. This program is aligned with the professional standards established by the National Council for the Accreditation of Teacher Education (NCATE).
Key Features of the TESOL program include:
• The program is available in a face-to-face, online or hybrid (online and face-to-face) format.
• Preparation for the Praxis II (test 0361) in ESOL.
• Updated knowledge working with English Language Learners (ELLs).
• Effective instructional strategies and classroom management techniques that work with all students.
• A combination of theory and effective teaching practices equip you with the skills to manage diverse and multicultural students in a variety of classroom environments.
• Candidates may choose to participate in the TESOL program hosted STARTALK Arabic and Chinese Teaching Symposium.
• Certified teachers wishing to prepare for Praxis II without pursuing a master’s degree should visit the TESOL Praxis II Prep program page.
• Those interested in pursuing initial certification should consult the BEST Initial Teacher Certification program.
• Enhance your résumé with new skills from a high-quality and accredited program from an institution that is renowned for its graduate teacher education programs.
• Flexible schedules with online and face-to-face classes in the late afternoon and evening allow you to fit full-time education into your busy schedule.
• Balances full-time faculty with adjunct instructors who draw course content from best practices in the field.
• Small class size and individual attention that the professors provide students.
• Highly competitive tuition.
• Completed application for graduate study
• Submit the non-refundable application fee
• Submit a Statement of Intent to Teach English Language Learners
• Official transcripts verifying completion of an undergraduate and graduate (if obtained) degree from an accredited college or university with a minimum cumulative grade point average of 2.75
*Students not meeting this criterion may be admitted on a conditional basis. Matriculation status will be reviewed after the student has completed nine credits in the program
• Completion of all prerequisite courses or course equivalences*
• Three credits in cross-cultural studies.
• Three credits in foundations of education.
• Six credits in a modern foreign language.
• Six credits in Reading Methods at the Secondary Level.
• Evidence of proficiency in Science and Mathematics related to K-12 curriculum.
*If a student does not already have these courses, then they would need to be taken at the undergraduate or graduate level.
• Successful completion of nine graduate credits with a minimum GPA of 3.0.
• Successful completion of all required coursework.
• Minimum 3.0 overall GPA.
|TSL 500||Foundations in English Learner Education
This introductory course examines the theory and practice of providing educational services to the culturally and linguistically diverse students in U.S. schools. Methods of teaching English to Speakers of Other Languages (ESOL), bilingual education, parent/community involvement, and acculturation, the role of primary language, and immigration politics and laws will be emphasized.
|TSL 503||Assessment of English Learners
This course examines the theory and practice of assessment as it pertains to English Learners. Participants will examine standardized tests of English language proficiency, alternative assessment practices and implications of high stakes testing. Students will research various language acquisition program models and their implications for assessment and evaluation.
|TSL 510||Teaching Reading to ELLs in Content Areas
This course is designed to enhance understanding of instructional materials and methodologies that are used when supporting reading development of English language learners in core content areas. Special emphasis will be given to native language, literacy and prior schooling and the impact this has on the development of reading, writing, math, science and social studies concepts and the acquisition of reading skills.
|TSL 532||Principles of Language Acquisition
This course is designed to increase an educator's understanding of first and second language acquisition. Elements of linguistic theory (including analysis of student languages in comparison to English), teaching, assessment methods and cultural issues will also be addressed. Participants will acquire information relative to teaching English language learners (ELLs) and increasing student achievement in PreK-12 mainstream classrooms.
|TSL 533||Grammar for ESOL Teachers
This course examines the theory and practice of grammar as it pertains to English Learners. Participants will examine English grammar and develop lessons for teaching English language learners grammar structures using practical, authentic strategies.
|TSL 535||Linguistics for ESOL Teachers
This course examines the scientific study of language and its implications for teaching English for Speakers of Other Languages. Participants will study major concepts and issues in the field of linguistics and relate them to the teaching of English for Speakers of Other Languages. (ESOL)
|RSM 550||Introduction to Research Methodology
This course is directed toward an understanding of how research is conducted. Includes the study of quantitative and qualitative strategies and their appropriate use. Reviews appropriate statistical tools and their use in data collection and interpretation.
|SED 513||Bilingual Special Education
This is a survey course that addresses the basic issues surrounding the teaching and learning of culturally and linguistically exceptional learners. Topics concerning bilingual special education will be covered including: premises of bilingual/multicultural/ special education; culture and acculturation; native language development, second language acquisition, and language assessment; general assessment; referral and diagnostic process; federal and state laws; individualized education programs (IEP's), curriculum development; inclusion and mainstreaming; consultation services; and parental involvement.
|TSL 550||TESOL Portfolio
This course will be the capstone experience for the Master's degree in TESOL. Students will demonstrate cumulative knowledge and application of information learned throughout coursework and experience aligned with Teaching English to Speakers of Other Languages [TESOL] Standards through development of a professional digital portfolio. Students will be expected to present their portfolio for review as part of the graduation requirements. Students who pursue the Master's degree plus certification would not be required to enroll in a separate capstone course, but will produce an exit portfolio as part of the requirements for student teaching.
TESOL Program Coordinator
Career Opportunities for Graduates
Graduates of this program fill various positions:
• ESOL teachers
• Foreign language teachers
• English as a Foreign Language (EFL) teachers
• Government and corporate positions requiring the teaching of or, interaction with speakers of other languages
Fall Semester – August 1
Spring Semester – December 15
Summer Sessions – May 1
1. Can I take the entire program online?
Yes, this program is available in a completely online, face-to-face or hybrid (online and face-to-face) format.
2. I’m a certified teacher hoping to obtain TESOL certification. Do I need to take the full M.S. program?
No, certified teachers may elect to take the TESOL Praxis II preparation sequence.