What Is a Master’s in Teaching English to Speakers of Other Languages (TESOL)?
The world has long since become an interconnected global community, with opportunities to experience different cultures and languages. As people emigrate outside their home countries, language instruction becomes a necessity. Grand Canyon University’s Master of Arts in Teaching English to Speakers of Other Languages (TESOL) offers a pathway for teaching professionals to pursue opportunities working with students from non-English speaking countries. This advanced degree in English as a Second Language (ESL) is designed to accommodate the diverse and culturally enriched classroom.
The TESOL master’s degree is offered through GCU’s College of Education. It is regionally accredited. The program was designed to align with the Interstate Teacher Assessment and Support Consortium (ITASC) and the Standards for the Recognition of Initial TESOL Programs in PK-12 ESL Teacher Education.
Earn Your TESOL Master’s Online or On-Campus
This program is offered through online and on-campus evening classes. An online master’s in TESOL offers working professionals the opportunity to enhance their academic credentials while continuing to meet the obligations for their current positions. The program requires a total of 32 credits for completion, and most courses are six weeks in length.
All courses are taught by experts in their fields, enabling students to confidently explore curricular areas such as linguistics, second language acquisition and curriculum development. Throughout the program, students develop a keen understanding of professional and ethical practices as guided by the principles and morals of the Christian worldview. Students examine TESOL concepts, theories and research through coursework, as well as through observational and practice-based learning experiences.
Explore Advanced ESL Studies with a Master’s Degree in TESOL
This online master’s in TESOL prepares candidates to employ best practices in teaching students from non-English speaking countries. Some of the specialized topic areas you will study may include:
- Applied quantitative and qualitative research in education
- Teaching and learning based on neuroscience, behavioral and cognitive sciences
- Current language models and prototypes
- Historical, sociological, political and legal foundations of instructional programs
- Multicultural education
- Social, community, cultural and individual differences in teaching and learning
- Fundamentals of linguistics and language acquisition theories
- Evaluation and structuring of assessments
- Culturally responsive curriculum, instructional methods and materials
- Literacy development through multicultural literature
Additionally, candidates are required to complete practicum/field experience hours. They will have the opportunity to apply their knowledge and skills to classrooms working directly with bilingual or English Language Learner (ELL) students. A total of 110 hours of observational and practice-based experiences are required.
Graduates may be qualified to pursue positions in public, private or charter schools. They may apply for jobs as teachers, education consultants or program coordinators.
This TESOL master’s degree is available for active teaching professionals. All applicants must have access to a PK-12 classroom with English as a second language in order to complete the assignments and the practicum course. All applicants are required to submit a copy of their current teaching license or provide documentation proving a minimum of one year of teaching experience. Upon completion of the ESL studies program, graduates may be eligible to pursue the ESL and/or BLE endorsement in the state of Arizona.
Program Core Courses
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.
This course provides an introduction to applied research in education across the major quantitative, qualitative, and action research traditions. Coursework focuses on understanding the research process and its integrated components and evaluating published research reports from the perspective of a critical consumer. Scientific reasoning and research design are also explored.
This course focuses on brain research (from neuroscience to the behavioral and cognitive sciences) that relates to teaching and learning and suggests ways that brain research can be translated into what teachers do in schools and classrooms. Teacher candidates will examine the inner workings of the brain and the effect on student learning, memory, and transfer. Specifically, the course explores the body of knowledge that represents the application of brain research to classroom practice, and how knowledge about the human brain can affect the curricular, instructional, and assessment decisions that teachers make every day. Practicum/field experience hours: None. Fingerprint clearance not required.
This course provides the historical, sociological, political, and legal foundations of policies and instructional programs for English Language Learners (ELLs) in the United States. Emphasis will be placed on understanding, comparing, and evaluating current language models and prototypes. This course will also introduce students to primary theories of language learning and current methodologies and practices.
In this course candidates will explore school, community, and family culture. Emphasis will be placed on the major goals, principles, and concepts of multicultural education, including multiple perspectives in culture and history and understanding cultural and individual differences in teaching and learning. Research is utilized to investigate the social, community, cultural, and familial contexts that influence learning and development. Practicum/field experience hours: 10. Fingerprint clearance required.
In this course, candidates become familiar with the fundamentals of linguistics. Emphasis will be placed on phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, historical linguistics, and first and second language acquisition theories. Candidates will synthesize research-based methods of incorporating linguistic principles into their teaching practice.
In this course, candidates will examine approaches to developing literacy in a second and native language P-12 schools. Emphasis will be placed on techniques for developing listening, speaking, reading, and writing skills; developing language and literacy through the content areas; using children's and young adult multicultural literature; and assessing students' literacy development in the second and native language. Strategies to develop biliteracy in dual language programs will also be discussed. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: TSL-550.
In this course candidates will review curricula and methods appropriate for the teaching of subject areas in ELL and dual language educational settings. Emphasis is placed on linguistic, cognitive, developmental, and socio-cultural considerations in the design of culturally responsive curricula; exploration of culturally responsive instructional methods and materials for use in language arts and content areas; and critique of current commercially prepared products. Practicum/field experience hours: 10. Fingerprint clearance required.
In this course candidates will explore the principles of (or for) evaluating and structuring assessments. Candidates will design rubrics and examine assessment for the purposes of identification, placement, and instructional delivery. Emphasis will be placed on learning ways to integrate assessment procedures into any curriculum, and designing assessment tasks that allow for improved learning. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: TSL-558.
In this course, candidates will be introduced to the field of bilingual and English language learners in special education. Candidates will be engaged in the study of the nature, psycho-social and emotional needs of bilingual individuals and English language learners with exceptionalities. Emphasis will be placed on research in bilingual and English language learner education in relation to the complexity of the over-representation and under-representation of bilingual students in special education, issues in relation to differentiating cultural and linguistic-related learning variations from special education issues, and instructional implications. Practicum/field experience hours: 10. Fingerprint clearance required.
In this course candidates have direct participation and experience with ELLs or bilingual/dual language students at their chosen level of instruction, within a P-12 setting. Candidates will practice teaching and management skills, conduct assessments, and learn to communicate effectively with students, parents, colleagues, administrators, and the larger community. Practicum/field experience hours: 60. Fingerprint clearance required. Prerequisite: TSL-565.