Knowledge About Language -
Graduates of Grand Canyon University’s Master of Arts in TESOL program demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English language learners (ELLs) acquire academic language and literacies specific to various content areas. Graduates will be able to analyze theoretical and foundational language acquisition knowledge to navigate the political, economic, sociocultural, and educational structures surrounding English language learners. (TESOL 1; InTASC 1, 2, 3, 4, 5, 8, 7, 9, 10)

• Evaluate policies and instructional programs for ELLs in the United States. [MC1]
• Evaluate current and historical theories and research in second language acquisition and developmental processes of language as applied to ELLs in the school environment and community. [MC5]
• Apply knowledge of native language and the effects of language transfer to support ELL learners. [MC1]
• Demonstrate knowledge of language processes to facilitate and monitor ELLs’ language learning in English. [MC1]
• Apply knowledge of English academic language functions, learning domains, content-specific language and discourse structures, and vocabulary to promote ELLs academic achievement across content areas. [MC1]

ELLs in the Sociocultural Context -
Graduates of Grand Canyon University’s Master of Arts in TESOL program demonstrate and apply knowledge of the impact of dynamic individual identities on the education and language acquisition of ELLs as supported by research and theories. Graduates investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs. Graduates recognize how educator identity, role, culture, and biases affect the interpretation of ELLs’ strengths and needs. (TESOL 2; InTASC 1, 2, 3, 4, 7, 9, 10)

• Integrate ELLs’ personal and family characteristics in the context of teaching and learning. [MC3, MC5]
• Ensure cultural and linguistic diversity and equity that promotes academic and social language learning for ELLs. [MC3, MC5]
• Implement methods to understand individual academic characteristics and develop effective, individualized instructional, and assessment practices for ELLs. [MC3]
• Describe how identity, role, cultural understanding, and personal biases impact the interpretation of strengths, needs, and instruction of ELL students. [MC3, MC5]
• Explain how the individual identities of ELL students affect their learning and academic progress. [MC3]

Planning and Implementing Instruction -
Graduates of Grand Canyon University’s Master of Arts in TESOL program plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches. Graduates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Graduates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs’ acquisition of English language and literacies in the content areas. Graduates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs. (TESOL 1, 3, 4; InTASC 1, 2, 3, 4, 5, 7, 8, 10)

• Plan culturally and linguistically relevant instruction based on academic and ELL standards that address content and language objectives. [MC1]
• Create instruction for ELLs using evidence-based, student-centered, developmentally appropriate, and interactive approaches. [MC3]
• Develop collaboration strategies between educators, school personnel, families, and the community to enhance ESL teaching and build partnerships with ELL families. [MC1]
• Select activities and materials that integrate listening, speaking, reading, and writing across content areas and contexts. [MC1, MC3]
• Evaluate and appropriately modify instruction after critical reflection of individual ELLs’ learning outcomes to promote positive growth in language and content. [MC3]
• Implement relevant, equitable materials and resources, including digital resources, to enhance language and content-area instruction for ELLs. [MC1, MC3]

Assessment and Evaluation -
Graduates of Grand Canyon University’s Master of Arts in TESOL program apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments. Graduates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Graduates understand how to differentiate instruction and assessment for ELL’s with language differences and exceptionalities in mind. Graduates understand the importance of communicating results to other educators, ELLs, and families. (TESOL 4; InTASC 1, 2, 6, 8, 9)

• Interpret student data using a variety of assessments and use results appropriately to make informed instructional decisions that support language learning. [MC2]
• Demonstrate knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate to ELLs for standardized assessments. [MC4, MC5]
• Differentiate instruction and assessment with ELLs’ language differences, giftedness, and special education needs in mind. [MC3]
• Describe various instruments and techniques to assess content-area learning for ELLs at varying levels of language and literacy development. [MC1]
• Analyze requirements for identification, placement, and reclassification of ELLs from language support programs. [MC2]

Professionalism and Leadership -
Graduates of Grand Canyon University’s Master of Arts in TESOL program demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and refining their teaching practice through supervised teaching. Graduates will be able to lead, develop, and maintain a personal vision, an educational philosophy, and a collaborative approach to equalize educational opportunities for the English language learning community. (TESOL 5; InTASC 3, 5, 6, 7, 9, 10)

• Engage in supervised teaching to apply and develop professional practice using self-reflection and feedback from cooperating teachers and supervising faculty. [MC4]
• Demonstrate effective collaboration strategies to serve as a resource for ELL instruction, support educators and school staff, and advocate for ELLs in the general -education and content area classroom. [MC1, MC4]
• Model the expectations of the profession by upholding ethical standards, professional standards of practice, and relevant laws and policies. [MC4, MC5]
• Engage in ongoing learning opportunities to practice self-assessment and reflection, make adjustments for self-improvement, and plan for continuous professional development in the field of English language learning and teaching.
• Advocate for ELL families and act as a professional resource in the educational community. [MC4, MC5]