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GRADUATE CATALOG

The information contained in this catalog is for informational purposes only and should not be construed as the basis of a contract between a student and this institution.

M.Ed. TESOL Courses

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  • This course is designed to develop a knowledge base about culture, its influence on learning and teaching, and its role in intercultural classroom settings. In this course, prospective ESOL teachers will examine major theories related to educating a culturally diverse student body, and teachers will develop strategies for ensuring that ESOL students develop knowledge of mainstream culture as they become proficient in English.

  • This course focuses on research-based instruction and assessment of literacy for English learners in P-12 classrooms. Candidates develop knowledge and skills to effectively organize and implement instruction at all language development levels. Emphasis is on understanding similarities and differences between literacy development of English learners and native English speakers. Candidates are introduced to issues of collaboration with grade-level teachers and literacy personnel and the socio-cultural and socio-political dimensions of teaching academic literacy in urban and rural environments.

  • Principles of linguistic systems and their acquisition as they occur in first and second languages. Candidates will explore the relationship of oral and written language and become familiar with assessment techniques and devices for evaluation of the development of English as an additional language.

  • In this course, prospective ESOL teachers will develop skills in writing, adapting, and implementing curricula; critiquing and selecting materials, and applying strategies for teaching reading, writing, speaking and listening to speakers of other languages based upon English language proficiency level and development. This course also includes a supervised field experience. If the candidate is employed, the practicum may be conducted on-the-job. If not, the site of the teaching experience must be organized through the Office of Field Experiences in the BCOE.

  • This course focuses on the development of the collaborative skills, knowledge and attitudes necessary to be successful with diverse partners in the creation of and advocacy for inclusive classroom communities. Taking an asset-based view of families and communities, this course aims to bridge theory to practice in the development of the pedagogical acumen necessary to support successful, equitable outcomes for all learners in diverse communities.

  • This course focuses on the process of testing/assessing students’ language proficiency and achievement in P-12 classrooms. Candidates develop competencies in administration and interpretation of norm-referenced tests and development, administration and interpretation of criterion-referenced, curriculum-based, observation, checklist/rating scale, and informal assessments.

  • This course is designed to engage candidates in critically examining a) the role of language and the implications of language policy on educational discourse, b) the nature and power of culture in the performance of students, c) the cultural context of children’s lives in school, including values, worldviews, and language, d) how children can be misidentified, misunderstood, mislabeled, and misplaced because of language differences, e) institutional and structural discrimination in educational settings, f) the education related challenges culturally and linguistically diverse families experience, and g) pedagogical benefits of bilingualism.

  • This course prepares candidates with the historical, theoretical and research-based knowledge to evaluate English language programs, and develop curricula for culturally/linguistically diverse P-12 students. Candidates critically examine curricula for promotion of critical thinking, language development, content area learning, and learner engagement. Candidates develop an interdisciplinary, learner-centered, culturally relevant unit that applies Universal Design, Sheltered Instruction, project-based learning/assessment, arts-based learning, and 21st Century technologies to enhance the engagement and academic achievement of English learners.

  • Candidates develop a basic understanding of educational research paradigms including qualitative, quantitative and action research designs. Candidates also gain expertise in reading, analyzing, critiquing and synthesizing research in each of the three research paradigms. Additionally, candidates design and prepare to conduct an action research project focused on improving student learning in their own P-12 classrooms or schools. Major topics include but are not limited to validity, reliability, generalizability, data collection and analysis, ethical guidelines and Institutional Review Board (IRB) processes and procedures.

  • This course expands upon current theories, research and practice in second language acquisition, applied linguistics, and literacy. Candidates examine theories of literacy development, investigate how literacy and grammar development for English learners is different from that of native English speakers, how culture influences literacy development, and inquire into pedagogical implications of reading and writing instruction for English learners in P-12 classrooms including the use of digital technologies to scaffold language and literacy skill development.

  • This course constitutes a full-time supervised teaching experience for candidates seeking an M.Ed. or MAT in TESOL. If the candidate is employed, the internship may be conducted on-the-job. If not, the internship site must be organized through the Office of Field Experiences in the BCOE. This course may be repeated one time, if competencies are not met. Candidates must pass this course in order to graduate. Note: Proof of professional liability insurance is required.

  • This course provides support for Master of Education or Masters of Arts in Teaching candidates in completing and presenting their professional portfolio to document their professional growth. Candidates work with a portfolio committee to organize reflections about their growth including: highlighting pivotal KSU learning experiences, reflecting on changes in practice, integrating research and practice, and relating these to the growth of their students. Outcomes will include an on-line portfolio and a multi-media presentation summarizing their portfolio to be completed at least three weeks before their graduation date.

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