Master of Education: Teaching English to Speakers of Other Languages (TESOL)
The School of Education offers a master’s degree with a specialization in TESOL. The objectives of this program of study are to maintain a balance between theory and practice, and to fulfill a threefold purpose:
Language as a System. Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.
Language Acquisition and Development. Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.
Culture as it Affects Student Learning. Candidates know, understand and use major theories and research related to the nature and role of culture in their institution. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
Implementing and Managing Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.
Using Resources and Technology Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content instruction.
Issues of Assessment for English Language Learners. Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.
Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.
Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.
ESL Research and History. Candidates demonstrate knowledge of history, research, and educational public policy, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
Professional Development, Partnerships and Advocacy. Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.
IMPORTANT NOTICE: The M.Ed. TESOL degree does not lead to initial certification to teach in the Guam (or other U.S.) school system. Endorsement to teach ESL in the Guam school system will only be granted to teachers currently certified. Non-certified candidates are welcomed to apply to the M.Ed. TESOL program if they are not seeking endorsement or certification.
In order to be admitted to this specialization, prospective student must have the prerequisites as currently stated in the catalog plus:
Native speaker of English or a score of 550 on the TOEFL.
A Bachelor’s Degree with a major in English, Education, a foreign language, or a related field.
A teaching certificate for those wishing to teach at the elementary or secondary levels.
A Finakpo' (May to August) practicum is required and is part of the coursework.
Course |
Course Title |
Credits |
Term Offered |
ED582 | FOUNDATIONS OF TESOL + In this introductory course, students will learn the basics in teaching English as
a second or foreign language. All four language skills will be taught, with details
about how they can be taught separately or integrated. A wide range of lessons witl1
details activities and tools will be introduced. Prerequisite: Instructors consent
required and Admission into M.Ed. TESOL cohort.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED583 | MATERIALS DESIGN AND EVALUATION + This course examine materials that are used in the ESL classroom. Adapting existing
materials as well as developing authentic materials are discussed in detail. Basic
techniques and strategies for creating new materials for learners from all language
and age backgrounds are discussed. Prerequisites: ED661, ED660 and Instructors consent.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED584 | PHONETICS AND PHONOLOGY + This course provides a fundamental overview about the English phonetic system. Reasons
and solutions for common pronunciation problems that ELLs have are examined. Methods
for improving ELL's spoken English are explored. This course is comparative in nature
in that it looks at the English phonetic system as compared to other languages. Prerequisites:
ED661, ED660, ED601, Instructors consent and Admission into M.Ed. TESOL cohort.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED585 | ENGLISH GRAMMAR + This is the study of English structure which provides valuable information for second
language teachers and teachers in bilingual/bicultural programs. Prerequisites: ED
661 and instructors consent.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED601 | INTRODUCTION TO RESEARCH METHODS + This course introduces students to quantitative and qualitative methods common in
educational research. Students examine and evaluate research methods and design research
programs.
|
3 credit hours | FALL/SPRING/ALL YEARS |
ED602 | QUALITATIVE INQUIRY IN EDUCATION + A survey of qualitative research methods common in educational research. This course
discusses the theoretical and methodological tenets underlying qualitative research
and focuses on five specific qualitative methods: history, ethnography, case study,
critical theory, and field study. Prerequisites: ED601, Graduate status and strong
writing skills.
|
3 credit hours | SPRING ONLY/ALL YEARS |
ED603 | QUANTITATIVE ANALYSIS + This is a foundation course in conducting research that involves the collection, analysis
and presentation of quantitative data. Classification of data, descriptive statistics,
measurement of association, regression analysis and several parametric and nonparametric
inferential statistics are included. Computer software will be relied upon to analyze
and display data. Interpretation and critique of quantitative research is included.
Prerequisites: ED601, Graduate standing; computer experience.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED660 | APPLIED LINGUISTICS + This course explores the field of applied linguistics, providing a multidisciplinary
approach to the solution of language-related problems. The course focuses on implications
of second language acquisition research and theories on language pedagogical methods;
language policy and language planning; linguistics and poetics; stylistics; the use
of literature in language pedagogy; and computer-assisted language learning and language
research. Prerequisite: LN300.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED661 | SECOND LANGUAGE CURRICULUM THEORY AND DEVELOPMENT + This course examines curriculum theory and provides the student with the criteria
to design a curriculum for a second language and to evaluate the strategies and materials
for teaching and language.
|
3 credit hours | FALL ONLY/ALL YEARS |
ED662 | SECOND LANGUAGE TESTING AND EVALUATION + This is a course in which all the techniques of teaching a second language are united
and related to their effectiveness according to parameters derived from language acquisition
theory and statistical quantification. Prerequisite: Native or native-like proficiency
in English and familiarity with a second language. Also, familiarity with basic arithmetic
and algebra.
|
3 credit hours | SPRING ONLY/ALL YEARS |
Course |
Course Title |
Credits |
Term Offered |
ED695 | THESIS: | 1 - 6 credit hours | FALL/SPRING/ALL YEARS |
ED697 | COMPREHENSIVE EXAM + This course provides an opportunity to document the successful completion of the PRAXIS
II or comprehensive exam. It is a way to ensure that a student?s academic evaluation
accurately reflects the additional requirement for PRAXIS II or comprehensive exam
and does not provide a false indication that the student is ready to graduate.
|
0 credit hours | FALL/SPRING/ALL YEARS |
A capstone Portfolio and PRAXIS II English to Speakers of Other Languages (ESOL) examination with a passing score approved for licensure on Guam is required for candidates seeking endorsement in ESL. Current requirements (May 11, 2010) may be found at the Guam Commission for Educator Certification website http://www.gcec.guam.gov (required for all students). In lieu of the PRAXIS II ESOL examination, candidates not seeking endorsement to teach ESL in the Guam school system will be required to take a written comprehensive examination at the end of their studies.