Teaching & Learning
Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education
The primary market for this program is teachers in Pre-K-16 contexts—English as a Second Language (ESL) specialists or mainstream content area teachers who work with English language learners (ELLs) in the U.S. – “Teaching English as a Second (ESL) Language” Florida DOE ESOL Endorsement requirements would be embedded within the program’s courses. HYBRID PROGRAM with some face-to-face meetings.
Program Objectives & Learner Outcomes
Competency 1. Knowledge of foundations of TESOL and bilingual education, including language and culture, language acquisition and development, and ESL/bilingual education research, partnerships and advocacy.
Competency 2. Knowledge of planning, implementing, and managing (using resources and technology effectively) ESL/bilingual education and content instruction.
Competency 3. Knowledge of assessment for English language learners, including language proficiency assessment and classroom-based assessment for ESL/bilingual education.
Course delivery will follow online and distance based synchronous or asynchronous models, and/or some hybrid models that are consistent with the University’s portfolio of course-delivery options. The program will not be offered face-to-face.
A student’s culminating experience may be drawn from among the options found in the University of Miami Bulletin: (a) a thesis requiring 6 credits of independent research; those six credits will be in addition to the the student’s 30-credit program of study; (b) a comprehensive examination; or (c) a final project that serves to apply and to synthesize the student’s program of study. The final project may make use of non-written media, such as a video or a display, that are actually used to teach and/or to train people where the content is taken from one or more LLLMS fields, as appropriate.
TAL 680 Foundation of Bilingual Education
TAL 681 Principles of Curriculum Development and Engagement for TESOL
TAL 682 Methods of Teaching Content Areas in TESOL
TAL 683 Introduction to Theories and Practice of TESOL
TAL 684 Advanced Techniques in TESOL
TAL 685 Language Assessment
TAL 686 Principles of First and Second Language Acquisition
TAL 627 Understanding Culture in the Classroom
TAL 689 Language and Literacy for Academic Learning
TAL 677 Applied Research in Education
REQUIREMENTS FOR ADMISSION
TO THE MASTER'S PROGRAM IN TESOL
The following factors are considered when selecting doctoral students for admission:
- At a minimum, completion of a bachelor’s degree with an outstanding record from an accredited institution.
- Acceptable and recent (within 5 years) Graduate Record Exam (GRE) scores. The target minimum is a score of 1100 combined on verbal and quantitative (or 302 on new GRE scoring system) and at least a 4.0 on writing.
- International applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) and the Graduate Record Examination. TOEFL scores are valid for two years after test date. The following are our TOEFL/IELTS minimum scores:
TOEFL ibt - 80
TOEFL PBT - 550
IELTS – 6.5
- Professional experience relevant to degree program.
- Undergraduate grade point average of at least 3.0 (4.0 scale).
- Three letters of recommendation. At least two of the three letters of recommendation should include specific evaluation of the candidate’s potential to engage in scholarly research required for this program.
- The written statement of intent (in the UM online application) should describe how the candidate’s specific interests and obtaining a MS.Ed. in this area of study fits into his/her career goals. The statement should be no more than 2 pages long, single-spaced, or 1,300 words maximum.
- A personal or phone/Skype interview may be required. Applicants will be notified as appropriate.
Globalization and U. S. corporate markets have created the need for worldwide English proficiency to promote and sustain economic growth. English is seen worldwide as a language of power and the need for English instructors is growing across continents. For example, in 2005, Europe adopted a “mother tongue plus two” language policy in which all students receive instruction in their native language plus two foreign languages from a very early age. The goal is to foster a practical use of two foreign languages in addition to a native language, increasing multilingualism and thereby access to the jobs and mobility required in a globalized society. Since the early 1970’s the U.S. has experienced the largest influx of refugees and immigrants (i.e., foreign born) in its history. This has created a need for teachers to understand English language development and acquisition, as well as appropriate teaching methods, to better meet the needs of students who enter schools speaking a home language other than English.
Primary market for this track?
- English as a Second Language (ESL) specialists/bilingual specialists or mainstream K-12 content area teachers who work with English language learners (ELLs) in the U.S.
- Teachers from the U.S. going abroad or teachers who live in other countries interested in the teaching of English in international contexts