Teaching English as a Second Language

  • Credits: 33
  • Degree:
    Master of Education

Program Description

The Teaching English as a Second Language program prepares educators who are knowledgeable, competent and compassionate, and committed to creating a learning environment that works for every ELL and values the contribution of each individual.  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.

 

For more information, please contact Admissions at 1-800-829-4723.

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)
Participants in this introductory course develop knowledge of language and linguistics: system, functions, registers, variations, changes. They discuss language acquisition theory/research; cultural/linguistic differences affecting reading instruction; ESL socio-cultural, socio-economic, socio-emotional, and developmental factors influencing bilingualism/multilingualism; cultural intersection with teaching and learning; cultural/racial/ethnic/linguistic identity; inter-cultural communication, role of community, families, and schools in ELL education. They apply theoretical, political, historical foundations of education for ELLs, and strategies for school collaboration, family outreach, and community.
Teaching Reading and Writing to ESL Students
ESL 620 3 credit(s)
Participants apply understanding of language and linguistics, reinforce knowledge of language acquisition and literacy: theories/practices to develop reading skills/comprehension in English as a first language at different educational levels; linguistic differences between first/second language for English reading instruction; differences in initial instruction for students not literate in their first language; first language literacy effects on second language literacy; formal/informal measures for assessing skill development with ESL learners; developing listening/speaking/reading/writing vocabulary; approaches for developing writing skills and use of writing tools; writing process and formal writing elements; English oral/aural fluency; social/academic English and content language; metalinguistic skills and vocabulary appropriate to cognitive, academic, and language proficiency levels.
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)
Participants are introduced to language and linguistics (system, functions, registers, variation, change). They consider language structure (phonology, morphology, syntax, semantics, pragmatics, discourse, social/academic language, registers, writing conventions). They discuss language acquisition and literacy: significant theories/practices for English first-language reading skills and comprehension at different grade levels, and the relevance of linguistic differences between first and second language for reading instruction in English. They understand socio-cultural and socio-emotional considerations in teaching ESL: regional, socioeconomic, and developmental factors influencing language variation and bilingualism/multilingualism
Equitable Assessment for ESL Learners
ESL 630 3 credit(s)
Assessment of English Language Learners (ELLs) is affected by federal/state regulations, including state-wide adoption of the WIDA ACCESS Test for ELLs. Course participants will understand laws and issues pertinent to the education of ELLs, and user of tests, performance tasks and self-assessments for identification, placement, and reclassification of ELLs. They will learn to interpret ACCESS results, consider the effects of socio-cultural, psychological, political, and individual learning variables, and apply these to design differentiated assessment measures that enable ELLs to use academic language in demonstrating content knowledge and English proficiency. Participants will have the opportunity to observe and interact with ESL students in field-based classroom situations.
Technology for Linguistically Diverse Classrooms
ESL 625 3 credit(s)
Participants develop knowledge of language and linguistics functions and registers of language, discourse varieties, aspects of social/academic language, rhetorical registers, and writing conventions. They reinforce knowledge of practices for development of listening, speaking, reading, and writing vocabulary, approaches for developing writing skills and use of writing tools. They reinforce knowledge of social/academic English and academic language for content areas. They apply knowledge of planning/implementing standards-based ESL and content instruction. They develop knowledge of instruction, assessments, resources, research, and advances in the field of ESL.
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)? Candidates examine assistive technologies and the federal laws impacting the education of students with disabilities and investigate assistive technologies addressing seating and positioning, access to the technology, augmentative and alternative communication (low-tech and high-tech). Candidates examine curriculum modifications using technology, and software that addresses these modifications and individual learning styles. The course provides a comprehensive understanding of the various augmentative and alternative communications (AAC) methodologies, including the appropriate use of aids and devices. Course assignments connect assistive technologies to classroom practice.

Program Chair

Adjunct Instructor

Pages

Admissions

  • Admission Test:

    No standardized graduate school tests required for admission into non-licensure programs.

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

School Requirements

See Admissions Requirements for School of Education

 

State Health Requirements

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form 

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.

International Students 

International students are accepted at Massachusetts location only, and need to provide supplemental documentation:

  • Official demonstration of English language proficiency
  • Supplemental documentation for issuance of I-20
  • International transcripts, evaluated by an accepted evaluation service

Transfer Credit

Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.

Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.

 

Tuition

  • Credits:
    33
  • Cost per credit hour:
    $533
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Health Insurance Fee:
    $2,938 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2017, 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

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more