Master of Education in Teaching English to Speakers of Other Languages (TESOL) Advanced Program for Continuing Professional Education

Degree Overview
Course List
Program Location

This Master of Education in Teaching English to Speakers of Other Languages (TESOL) program is designed for licensed teachers or administrators with an interest in working with English as a Second Language (ESL) students inside or out of the classroom. Graduates of the master‛s in TESOL program are prepared to become leaders in the ESL/TESOL initiatives that districts must undertake in an ever-increasing school climate of diversity.

In this program, you will study topics such as: Foundations of instruction for English Language Learners, methods of teaching English and grammar to speakers of other languages, English linguistics, teaching a second language in the content areas, teaching in a pluralistic society, language and reading acquisition theories and research, and curriculum development and assessment.

Geared toward individuals who are already licensed as teachers, this master‛s in TESOL program does not lead to licensure but may lead to career advancement. Program applicants must submit a copy of a current teaching license or provide evidence of a minimum of one year of teaching experience. In addition, it is essential for students to have access to a K-12 classroom to complete the program assignments.

Course List

Course #	Course Title	Course Description	Credits
UNV-501	Introduction to Graduate Studies in the College of Education	This course is designed to prepare students for the graduate learning experience at Grand Canyon University. Students have opportunities to develop and strengthen the skills necessary to succeed as graduate students in the College of Education. Emphasis is placed on utilizing the tools for graduate success. No practicum/field experience required. No Fingerprint Clearance necessary.	2
TSL-531	Foundations of Instruction for English Language Learners	This course provides the historical, sociological, political, and legal foundations of instructional programs for English language learners in the United States. This framework serves as a basis for understanding, comparing, and evaluating current language models and prototypes. This course also introduces students to primary theories of language learning and current methodologies and practices.	4
TSL-534	Methods of Teaching English & Grammar to Speakers of Other Languages	In this course, students are instructed in immersion strategies, English language development strategies, and numerous research-based methodologies in current practice. Students examine ways of organizing the classroom for optimal language learning, including especially cooperative learning. In the course setting, they also develop, practice, and assess language lessons that align with state and national standards for teaching English language learners.	4
TSL-536	English Linguistics	This course familiarizes students with the fundamentals of linguistic theory, including the morphological, phonological, and syntactic structure of the English language. Other topics introduced are pragmatics, semantics, sociolinguistics, historical linguistics, and first and second language acquisition. Although emphasis is placed on descriptive analysis of the English language, examples and illustrations from several language systems are used.	4
TSL-537	Teaching a Second Language in the Content Areas	The purpose of this course is to equip students with an awareness and sensitivity to the complexity and content-specific nature of language in curricular areas such as science, mathematics, and social studies. Students examine ways to integrate second language acquisition research (implications for teaching of comprehension, reading, and writing); literacy; and content area instruction in elementary, middle school, and high school settings. Students create content-based language lessons that address a variety of learner proficiencies and cultural experiences.	4
TSL-545	Teaching in a Pluralistic Society	To be an effective educator, one needs knowledge of how student diversity affects and influences instruction. This course gives attention to instructional models that have proven successful with students from diverse linguistic, cultural, racial, ethnic, economic, and intellectual backgrounds. It presents the major goals, principles, and concepts of multicultural education, including multiple perspectives in culture and history, as well as understanding cultural and individual differences in teaching and learning.	4
TSL-546	Language and Reading Acquisition Theories and Research	The focus of the course is to prepare classroom teachers to critically read published research on the current, central issues in the study of child language acquisition and the teaching of reading to speakers of other languages; to integrate those findings with personal experience in order to make reflective instructional decisions; and to participate in pedagogical research and theory building. Using the knowledge acquired during the course, students develop a study team to improve instructional practices based on research findings. The study team implements strategies and provides feedback and data on the application of the research findings.	4
TSL-540	Curriculum Development and Assessment	Teachers must be course developers as well as designers of instruction for daily and weekly lessons. In this course, students compare Sheltered Immersion Observation Protocol (SIOP) and Understanding by Design (UbD). They also fully examine assessment for the purposes of identification, placement, and instructional delivery. They subsequently design and fully develop the materials for a language unit that aligns with the state and national standards and current assessment practices.	4
TSL-560	TESOL Practicum	TESOL students have direct participation and experience with English language learners—whether children or adults—at their chosen level of instruction. In a supervised classroom, they practice teaching and management skills; conduct assessments; and learn to communicate effectively with students, parents, colleagues, administrators, and the larger community.	4
Required Course Total Credit:			34

Courses:

34 credits

This program is offered in the following formats or locations:

Online

The dynamic capabilities of GCU’s online curriculum offer considerable flexibility and convenience for career oriented professionals who are pursuing their educational goals. Full time faculty members, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Our small class sizes provide an intimate environment that stimulates engaging and challenging discussions. Classes begin frequently.

Evening

The convenience of GCU’s evening programs cater to the demands of working professionals. Evening classes meet once per week and offer the interaction and discussion of a typical college classroom, filled with career minded individuals. Evening class sizes are kept small, providing a warm nurturing environment that supports an engaging experience. Classes begin frequently at various locations.

Program Disclosure

Category	Non-Traditional	Traditional
Books & Supplies (Per Program)	$1,045	N/A
Tuition & Fees (Per Program)	$17,890	N/A
Room & Board (Per Program, If Applicable)	$3,285
On Time Graduation Rate	90%	N/A
Median Private Loan Debt	$0	N/A
Median TIV Loan Debt	$30,524	N/A
Median Institutional Financing Plan Debt	N/A	N/A

Program SOC

Occupations

Adult Basic and Secondary Education and Literacy Teachers and Instructors

It is the policy of the University to collect and remit sales, use, excise and/or gross receipts taxes in compliance with state and local taxing jurisdiction regulations which require the University to remit tax where applicable. These regulations vary by location. Please note: It is also the policy of the University to require payment of sales, use, excise, and/or gross receipts tax. Payment of tax is ultimately the student's financial responsibility to the University regardless of financing arrangements. Per Hawaii requirements: It is hereby stated that students residing in the State of Hawaii will be charged Hawaii General Excise Tax on all transactions. Students living in the District of Oahu will be charged 4.5%. Students residing in other Hawaii districts will be charged 4.0%.
Book costs are based on an average. Costs may increase or decrease depending on electronic availability or publisher's book costs.
Room and board costs may be higher or lower depending on housing and meal plan choice. This number is based on an average for students on campus.
Some Non-Traditional programs may be offered on the ground campus or on-line.
N/A identifies that a program is not offered in that modality or that fewer than 10 students graduated within the reported timeframe.
Tuition and Fees for each program are based on current rates. Future Tuition and Fee Rates may vary. Tuition was calculated using the number of credit hours in the program times the current tuition rate and includes the Graduation Fee. Full time students enrolled at a program taken at the main campus include a Student Activity Fee, charged every semester. Online programs include a one time Learning Management Fee. Some programs may also include additional fees based on course materials.
On-time graduation rates and median loan debt are based on students who graduated in the 2011-2012 award year.
Not all GCU programs are available in all states and in all learning modalities.
Program availability is contingent on student enrollment.

Online/Evening program disclosures

* Please refer to the Academic Catalog for more information. Program subject to change.