MA in Teaching English to Speakers of Other Languages (TESOL) (On Campus)
For more information: (626) 815-3844
Full-time students in the on-campus MA in TESOL program can complete the 11 courses (33 units) in as little as 16 months. A slower pace of one course each 8-week session is also possible. Students may move between full-time and part-time study as needed.
|TESL 505||Second-language Acquisition||3|
|TESL 515||Teaching English Grammar||3|
|TESL 525||Teaching English Pronunciation||3|
|TESL 545||Second-language Pedagogy I 1||3|
|TESL 550||Second-language Pedagogy II||3|
|TESL 557||Reflective Teaching 1||3|
|TESL 560||Language Program Design||3|
|TESL 570||Second-language Assessment||3|
|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|
|Research Methods in TESOL 2|
|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|
Required course for the TEFL certificate.
TESL 589 is required if the thesis option is chosen; if the portfolio option is chosen, TESL 589 can be taken as an elective.
TESL 590 may be repeated for credit.
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 elective. After completing the thesis, students must provide an oral defense.
The foreign language (language proficiency) and conference attendance (professional development) corequisites are listed on the department’s catalog homepage.
Students may begin TESOL studies in either Fall I (end of August) or Spring I (January).
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 8-week 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. The time limit for completing all degree requirements, including coursework and corequisites, is eight years.
University graduate admission and program-specific requirements must be met before an application is complete (see Admission to the University). Program-specific application requirements are available online.
International students should contact Graduate and Professional Admissions for application procedures.
Program Learning OutcomesStudents who successfully complete this program shall be able to:
- Speak and write English at a level appropriate to their anticipated English teaching context.
- Reflect upon and apply the experience of learning a foreign language to one’s teaching of English.
- Analyze their own and other cultural and/or language systems and how this affects the teaching of English.
- Articulate a coherent understanding of the process of language acquisition and the effect on language acquisition of individual and contextual variables.
- Interact with Christian views of language learners, language teaching, and the nature of language.
- Describe the grammatical and phonological structures of English and analyze learners’ production to create appropriate/related learning activities.
- Evaluate and use technology in teaching English.
- Apply, through anticipated or actual teaching, the principles of classroom language pedagogy to teach oral and written English.
- Apply the techniques and principles of second language assessment, and to interpret the results of such assessments in determining language proficiency and student progress.
- Evaluate language teaching materials and design a course of language instruction based upon an articulated working philosophy of language learning and teaching.
- Use various classroom research procedures and integrate the TESOL literature with their work.
- Identify and discuss ethical issues entailed in English language teaching.
- Articulate how one’s worldview/faith, identity, and teaching philosophy impact one’s pedagogy and professional activities.
- 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.