English as a Second Language - Non Licensure (Puerto Rico only)

  • Credits: 33
  • Degree:
    Master of Education

Program Description

The Teaching English as a Second Language program prepares educatiors who are knowledgeable, competent and compassionate, and committed to creating a learning environment that works for every ELL and values the contribution of each indvidual.  Faculty model relevant pedagogy, encouraging students to value their prior knowledge as a foundation to consider and discuss new ideas, read and write critically, collaborate on group projects, apply new skills and demonstrate and assess their own learning.

 

Outcomes

Students will understand language and language acquisiton; cultural factors affecting language learning and academic achievement; and current theory, research and best practices for developing literacy in English.  They will use research-based English as a Second Language (ESL) methodology to help ELLs achieve proficiency in English, and Sheltered English Instruction (SEI) strategies to help them meet core standards in content subject areas.  Students will plan curriculum and deliver effective instruction, manage a classroom, promote equity, and meet their professional responsibilities.

Careers

Graduates will be able to provide ESL support and tutoring in schools; teach and tutor ESL in other settings including higher education-based intensive ESL, immigrant support programs, and workplace ESL.

Program Chair

Betsy Tregar
betsy.tregar@go.cambridgecollege.edu

Curriculum


Professional Seminar and Project
Professional Seminar I: English as a Second Language (Initial)
ESL 691N 2 credit(s)
The professional seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader experienced in teaching English language learners. This professional seminar leader is the students’ academic advisor and guides them through their graduate program. The cohort studies professional standards for ESL teachers, and the requirements for state licensure (preK-6 and 5-12). Students integrate their learning from classes, workshops, and experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics relevant to their course of study, to guiding the research and writing, to completion. The seminar leader approves the finished projects.
Professional Seminar II: English as a Second Language (Initial)
ESL 692N 2 credit(s)
The Professional Seminar is a signature element of the adult learning model, grounding learning in a cohort group of students with a faculty leader experienced in teaching English language learners (ELLs). The seminar is a forum for discussion of professional issues in education of ELLs. Students integrate and reflect on their learning from classes, workshops, and experience. The seminar also supports students’ work on their independent learning projects, from identifying topics that are relevant to teaching ESL, to guiding the research and writing, to completion. The seminar leader approves the finished projects.
Professional Seminar III: English as a Second Language (Initial)
ESL 693N 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader who has experience in the field of English as a Second Language. This seminar leader is the students’ academic advisor and guides them through their graduate program. The cohort studies professional standards for ESL teachers, and the requirements for state licensure — PreK-6 and 5-12. Participants integrate their learning from courses, workshops, and experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects (ILP), from identifying topics relevant to their course of study, to guiding the research and writing, to completion. The seminar leader approves the finished projects.
Independent Learning Project: English as a Second Language
ESL 800 3 credit(s)
The Independent Learning Project is a culminating learning experience that helps educators to integrate their personal and formal learning and their professional experiences into a meaningful whole. It reflects the general guidelines for ESL teachers and articulates the individual’s educational and administrative philosophy. The project is research-and action-based, on a focused topic chosen by the educator, within the area of licensure. It engages educators in sustained research into educational practice and curriculum development; parts of the project may be implemented during the practicum.
ESL Courses
24
Credits
Teaching ESL Learners in Diverse Settings
ESL 605 3 credit(s)
This introductory course builds participants’ professional knowledge so that as educators, they can teach ESL learners more effectively in diverse preK-12 settings. Emphasis will be put on the philosophy, history and politics of education in regards to English language learners (ELLs). Instructional methods will address listening, speaking, reading, and writing, with a primary focus on English language development, WIDA standards, TESOL standards, and the common core and Mass. frameworks. This includes increasing participants’ awareness of differences in home experiences, background knowledge, skills, and linguistic development. The role of culture and heritage of languages will also be considered. Participants will learn about teaching strategies and learning activities that are appropriate for various disciplines across pre-K-12 classrooms and with students of diverse English language proficiency. Participants will also learn how to integrate appropriate sheltered English or subject matter strategies for ESL as well as guidelines for interpreting formal and informal assessments of content knowledge. Pre-practicum hours of directed field-based training required.
Second Language Acquisition and Culture
ESL 631 3 credit(s)
This course provides an overview of the study of language as it applies to second language acquisition and second language learning. It enables participants to understand the principles of language acquisition and language learning to facilitate the learning of English for students with various language skills and cultural backgrounds in content classrooms. The course will focus on different analytical levels of language and their impact on cognitive academic language proficiency from preK through grade 12. This course will explore educational theory of language development and address how to best work with students from various language skills. Participants will discuss how culture influences our attitudes and approaches to education. Issues of language and culture will be covered as they relate to the academic development of second language learners in a sheltered instruction classroom. Participants will also have an opportunity to put into practice their personal awareness of social, political, and cultural constraints on teaching ELLS. Culturally relevant pedagogy for the academic development of English language learners will be strongly emphasized. Pre-practicum hours of directed field-based training required.
Teaching Reading and Writing to ESL Students
ESL 620 3 credit(s)
This course will provide a comprehensive analysis of reading and writing theory with practical classroom applications for ESL learners preK-12. This will enable students to provide a balanced, comprehensive program of instruction with explicit and meaningfully applied instruction in reading, writing, and related language skills and strategies for ESL learners. A balanced approach to reading and writing includes explicit instruction in basic reading skills and comprehension strategies. The course will explore theory and practice through discussion, demonstration, and other strategies. In addition, participants will better understand how cultural and linguistic differences affect literacy development and how to implement literacy instruction that motivates students. Pre-practicum hours of directed field-based training required.
Teaching Content to ESL Learners
ESL 650 3 credit(s)
This course provides educators working with second language learners a theoretical and practical framework for integrating academic language development into content area instruction in grades preK-12. Students will be presented with an overview of instructional concepts and approaches that recognize the role that language plays as the major medium of instruction and learning including language across the curriculum, CALLA (cognitive academic language learning approach), process writing, cooperative learning and cognitive instruction. Participants will have guided practice in using and applying effective teaching strategies that support the linguistic and academic development of ESL learners within the context of the content area classroom. They will learn how to plan and deliver instruction to help ESL learners understand academic content, develop academic language, increase higher order thinking skills, and strategically apply learning strategies.
Linguistics and Language Variations
ESL 610 3 credit(s)
This course introduces the study of language as it applies to the professional preparation of teachers. Participants will examine the different analytical levels of language and consider their role in the development of linguistic and academic proficiency in English of language-minority students from grades preK-12. The will explore how various factors (regional, socioeconomic and developmental factors) play a role in language variation and bilingualism or multilingualism. In addition, participants will demonstrate their understanding of the structure of language (phonology, morphology, semantics, syntax, and discourse analysis). Participants will also apply linguistics concepts to assess second language learners’ proficiency levels to guide how to differentiate their instruction for ELLs of varying proficiency levels.
Equitable Assessment for ESL Learners
ESL 630 3 credit(s)
This course helps participants understand and explore a variety of issues related to assessment of English language learners at grade levels preK-12. They will learn how to use assessment as a tool to place ESL learners appropriately, and they will learn to interpret assessment results to plan instruction that helps students achieve high standards at all levels of English proficiency. They will understand how language proficiency and culture can affect learning and assessment. Strategies will be included in class activities that give participants experience with various means to assess the academic progress of English language learners. Participants will become familiar with state and federal assessment requirements, the usefulness and limitations to standardized tests, and appropriate accommodations for ELLs. Pre-practicum hours of directed field-based training required.
Technology for Linguistically Diverse Classrooms
ESL 625 3 credit(s)
Due to the rapidly changing demographics in our classrooms, teachers face the challenge of working with culturally diverse and multi-level populations at grade levels preK-12. Technology, both low-tech and high-tech, can facilitate the adaptation and differentiation of the core curriculum to assure that English language learners (ELLs), including those with disabilities, gain access to the content material. This course reviews a range of technological techniques that can be integrated into the mainstream, bilingual, SEI (sheltered English instruction) or ESL classroom that will help scaffold and accelerate the ELLs’ learning. Participants will have an opportunity to experiment with these techniques, analyze the use of such techniques, and draw conclusions about the best practices made available by the various technologies. They will also explore the teaching/learning theories that informed the development and use of these technologies in the classroom. The use of various technologies for sheltered instruction will be considered within the framework of general best practices, based on the concepts of UDL (universal design for learning).
Assistive Technology: Modifying the Curriculum for Diverse Learners
ESP 615 3 credit(s)
How do we as educators implement the mandated requirements of the Individuals with Disabilities Education Act that calls for assistive technology to be considered in each Individualized Education Program (IEP)? Educators in this course examine assistive technologies and the federal laws affecting the education of students and children with disabilities. They look at assistive technologies addressing seating and positioning, access to the technology, augmentative and alternative communication (low-tech and high-tech). Educators will also look at curriculum modifications using technology, and software that addresses these modifications and individual learning styles. They will have a comprehensive understanding of the various augmentative and alternative communications (AAC) methodologies, including the appropriate use of aids and devises.

Core Faculty

Senior Instructor

Pages

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
    1-800-829-4723
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

General Requirements

Official Transcript
Two Completed Recommendation Forms
Current Résumé

Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

 

Tuition

  • Credits:
    33
  • Cost per credit hour:
    $475
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,296 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

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