Facebook
LinkedIn
Twitter
Vimeo
YouTube
Google
Pintrest
Instagram
EU Social Networks
Social Media

M.Ed. TESOL Course Descriptions

EDU 512 - TESOL Methods With Field Experience
This course provides an overview of the full range of the methodology for teaching English as a second language (ESL) and as a foreign language (EFL), especially appropriate for the K-12 classroom teacher who has non-English speaking students in the classroom. It provides students a thorough understanding of the nature of teaching and learning ESL or EFL. It examines the basics of teaching ESL or EFL history, theories, models, techniques, and applications. It aims to enable students to incorporate the appropriate ESL or EFL strategies in their teaching and adapt their materials and instructional methods to meet English language learners’ needs and accommodate their learning styles. Course topics include techniques and strategies for improving language learners’ listening, speaking, reading, writing, and communication skills, the role of the teacher, the needs of the learner, language testing and assessment, materials design, use of new technology in language teaching, and the development of lesson plans, including the selection and uses of texts and other materials. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students taking this course are required to complete a 10 hour field experience. This field experience will include both observation and engagement with English Language learners. Students are also expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 514 - Theories of Second Language Acquisition
This course provides students a comprehensive introduction to the prominent theories and research of second language acquisition (SLA), explores factors that influence L2 learning process, compares the similarities and differences between first and second language acquisition, and discusses the implications of these theories for second language teaching. Course topics include second language acquisition theoretical models, the processes of first and second language acquisition, their similarities and differences, individual differences, second language teaching styles, the role of affective factors, the role of error correction, and implications of language acquisition research for language teaching. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students taking this course are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 517 - Multicultural Education
This course is designed to enable students to examine and survey various anthropological, historical, sociological, and political perspectives on multicultural education and apply relevant theories and principles to educational practices in different educational settings: general education, ESL, and EFL. It equips students with the knowledge, skills, and cultural competencies that enable them to facilitate learning among students from various linguistic and cultural backgrounds. Students are expected to develop an in-depth understanding of multiculturalism at an individual and societal level and to raise their own sensitivity to issues that affect diverse cultural and linguistic groups. Students will be able to explore and analyze the issues of language, culture, ethnicity, racism, diversity, multicultural education. It also enhances students’ ability to develop culturally responsive lessons plans that include strategies for teaching and assessing multicultural and multilingual language learners. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 522- Language Testing and Materials Development
This course is designed for students who are currently working with, or plan to work with students from multilingual environments who are receiving instruction in their native language and/or in English as a second (ESL) or foreign language(EFL). It is designed to provide prospective or in-service ESL or EFL teachers with theoretical background and practical experience in language testing and materials development for teaching English to speakers of other languages. The course provides a general background in language testing and assessment issues, opportunities to examine assessment instruments, and practical experience in developing and using formal and informal assessment measures. It also provides opportunities to locate, organize, evaluate, adapt, and create materials for a variety of ESL or EFL classroom purposes. Topics of the course include formal and informal methods of assessing language proficiency, test preparation, multifaceted classroom assessment, the use of rubrics to assess speaking, listening, reading and writing, interpretation of test results, remediation plans based on assessment, education intervention, conducting needs analysis, effective lesson planning, task design, curriculum planning, syllabus design, and materials evaluation, adaptation, and development. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

LAN 510 – Linguistics
This course is a general introduction to the field of linguistics. It focuses primarily on the five core areas of linguistics: phonetics, phonology, morphology, syntax, and semantics. Topics will include an overview of theoretical models, experimental methods, and current issues in linguistics in relation to second or foreign language teaching, current scientific debates in the field of linguistics, the relationship between linguistic data and language learning and teaching theories and models, discourse analysis, the scientific study of human language, languages as structured systems of form and meaning, with attention to the biological, psychological, cultural, and social aspects of language and language use, and the relationship between language and education. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 582 - Methods of Classroom Management: TESOL
This course is designed to provide ESL or EFL pre-service and in-service teachers with group and individual classroom management techniques and instructional procedures. Topics include examining theories of discipline and motivation, observing and implementing classroom management strategies in inclusive settings, assessing and managing student and group behavior, examining specific interventions, therapeutic, and preventive measures,  structuring the classroom for success, managing materials and equipment, establishing positive, structured, safe, encouraging, and effective learning environments, and developing a low-stress approach to classroom management.  The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 600 - Early Literacy Foundations: TESOL
This developmental literacy course will focus on beginning reading and the interrelated language arts.  Emphasis will be given to the cognitive/ constructivist perspective of reading that addresses reading and writing as processes of constructing meaning. Students will examine the developmental stages of reading, writing and spelling, as well as the four systems of language. Students will learn integrative instructional strategies to teach phonemic awareness, linguistic patterns, phonics, comprehension, vocabulary, fluency, as well as using technology to enhance instruction. The scope of the course covers a historical perspective, theories of reading, literature-based instruction. Appropriate current research literature will also be investigated. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 635 - Research Design: TESOL
This graduate level course is designed to introduce students to fundamental concepts and methods of descriptive and inferential statistics as they apply to educational research. These fundamental statistics concepts include sampling, experimentation, variability, distribution, association, causation, estimation, confidence, hypothesis testing, regression and correlation, and t-tests. The course is also designed to introduce students to the knowledge base, processes, experiences, and skills involved in designing and conducting research studies in education and the social sciences. The course will provide a survey of quantitative, qualitative and mixed research methods, as well as opportunities for students to critically examine educational research studies in general and language research studies in specific, employing a variety of such methods. Students will apply course content toward the conceptualization and completion of an empirical study on a selected topic. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 640 - Thesis/Project: TESOL
In addition to satisfactory completion of course work, the thesis or project course will be a capstone experience for master’s degree in TESOL. This course is intended to help students conclude their graduate education with a professionally useful and meaningful culmination. As the culminating course for the M.Ed. in TESOL, students will bring together a variety of skills necessary to conceptualize, create and complete a well-designed thesis or project that is consistent with the learning outcomes/goals of the program. The structure of the finished product will vary according to the option chosen. Students will work closely with the thesis/project advisor to select and complete a thesis/project option which has a strong TESOL component, and which meets their professional needs and the educational goals of the Loeb School of Education. Student and advisor will work together to set deadlines and meeting times, create a list of readings, and work toward the completion of the mutually agreed upon thesis or project. There are two main options that meet the requirement for this course: (1) THESIS: The thesis is a traditional individual TESOL research paper with an extensive literature review and field-based quantitative or qualitative data collection and analysis. The thesis topic should be TESOL related.  It could be a completion of the research project or thesis paper which students began work on in the Research Methods course. It should meet the general requirements to scientific publication. The student is fully responsible for choosing the topic, research method, and undertaking the research. The student will complete the paper in stages with self-evaluation and reflection, peer feedback and the course instructor’s feedback along the way. Research involving human subjects requires the student to get approval from Eastern University Institutional Review Board prior to data gathering. (2) PROJECT: The project should address a practical problem in the field of TESOL. It should meet the instructor/advisor’s approval. There are four options of TESOL Project: (a) TESOL curriculum unit, (b) TESOL teaching techniques, (c) TESOL classroom assessment, and (d) TESOL instructional technology. These four options should be based on classroom action research.

Back to Top