M.A. in Teaching English to Speakers of Other Languages (TESOL) (On Campus)

For more information: (626) 815-3844


The program leading to the Master of Arts in TESOL comprises 11 courses, including required and elective options, totaling 33 units.

Required Courses
TESL 505Second-language Acquisition3
TESL 515Teaching English Grammar3
TESL 525Teaching English Pronunciation3
TESL 545Second-language Pedagogy I 13
TESL 550Second-language Pedagogy II3
TESL 557Reflective Teaching 13
TESL 560Language Program Design3
TESL 570Second-language Assessment3
Select at least one of the following (if both selected, one counts as an elective):3
Intercultural Communication and Language Teaching
Sociolinguistics and Language Teaching
Select one of the following:3
TESOL Portfolio
Research Methods in TESOL 2
Elective Courses
Select one of the following:3
Special Topics in TESOL
Critical Perspectives on Christianity and English Language Teaching
Teaching EFL with Children
Thesis Preparation 3
Readings in TESOL
Total Units33

Thesis or Portfolio

To complete the program, students choose either to create a professional portfolio or write a thesis. Students who choose the portfolio must enroll in TESL 580 and develop a portfolio that demonstrates competence in each of the TESOL program learning outcomes. Students who elect to write a thesis must enroll in TESL 589 or a comparable course in research methods. Most students who elect to write a thesis will also enroll in TESL 590 as their second elective. After completing the thesis, students must provide an oral defense.

Time Requirements

Students may begin TESOL studies in either Fall I (September) or Spring I (February).

The program is offered in a four-session format: Fall I, Fall II, Spring I, and Spring II. Full-time students typically enroll in two courses per session and can complete the entire program in approximately six sessions (one-and-a-half years). Part-time students taking one course each term can complete the program in about three years.

Program Learning Outcomes

Students who complete the M.A. in TESOL program will demonstrate:

PLO 1: Proficiency in spoken and written English at a level appropriate to their anticipated English teaching context.

PLO 2: Ability to reflect upon and apply the experience of learning a foreign language to one’s teaching of English.

PLO 3: Ability to analyze their own and other cultural and/or language systems and how this affects the teaching of English.

PLO 4: Ability to articulate a coherent understanding of the process of language acquisition and the effect on language acquisition of individual and contextual variables.

PLO 5: Ability to interact with Christian views of language learners, language teaching, and the nature of language.

PLO 6: Ability to describe the grammatical and phonological structures of English and analyze learners’ production to create appropriate/related learning activities.

PLO 7: Ability to evaluate and use technology in teaching English.

PLO 8: Ability, through anticipated or actual teaching, to apply the principles of classroom language pedagogy to teach oral and written English.

PLO 9: Ability to apply the techniques and principles of second language assessment, and to interpret the results of such assessments in determining language proficiency and student progress.

PLO 10: Ability to evaluate language teaching materials and design a course of language instruction based upon an articulated working philosophy of language learning and teaching.

PLO 11: Ability to use various classroom research procedures and integrate the TESOL literature with their work.

PLO 12: Ability to identify and discuss ethical issues entailed in English language teaching.

PLO 13: Ability to articulate how one’s worldview/faith, identity, and teaching philosophy impact one’s pedagogy and professional activities.

PLO 14: Ability to participate in the professional TESOL community, including the abilities to give and receive collegial feedback, participate in professional conferences, and apply insights gained to future or current teaching contexts.