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.

  • 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.

  • An advanced study of the socio-psycholinguistic foundations of literacy. This course examines theories of language development and acquisition of reading and writing as well as the theoretical foundations for a range of instructional practices related to teh five dimensions of reading. Historical perspectives of literacy as well as prominent researchers and theorists are also studied.

  • 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 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.

  • 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.

  • Curriculum Development for Diverse Learners prepares teachers to develop curriculum and instruction that is universal in design and based on best practices research in General Education, Special Education, and Teaching Speakers of Other Languages. The proposed curriculum model follows the precepts of Universal Design for Learning and provides built-in adaptations to lessons that reduce the amount of time needed to create individual accommodations and modifications for diverse students (i.e., students with exceptionalities and those who are culturally and linguistically diverse). Key concepts addressed in this course include Curriculum Mapping, Backwards Design, Sheltered Instruction Observation Protocol (SIOP), Universal Design for Learning (UDL), and Interdisciplinary Unit Development. Additional attention will be paid to the Core Curriculum and other Georgia Performance Standards as they continue to unfold from the Georgia Department of Education.

  • This course is designed to assist candidates in developing culturally responsive collaborative, communicative, and consultative skills necessary for working with diverse families, school and community personnel, and others to facilitate delivery of appropriate research-based instruction and services for diverse learners. Emphasis is placed on developing skills and dispositions to build and sustain effective family partnerships. Candidates will participate in a field experience focused on developing and implementing a co-taught lesson plan as well as a family needs assessment.

  • 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.

  • 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.

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