TESOL, Master of Science in Education
These research and standards-based graduate programs prepare professional, competent, caring and multicultural educators of English Language Learners (ELLs). The Master of Science degree in Teaching English to Speakers of Other Languages (TESOL) offers two tracks, for those with and without New York State Certification.
Dr. Yvonne Pratt-Johnson
Monday - Thursday 8:30 a.m. - 4:30 p.m.
Friday 8:30 a.m. - 3 p.m.
Please view the School of Education Graduate Admission Application Requirements for detailed admission information.
- Completed Application
- Application fee of $70
- Statement of goals
- Official transcripts from EVERY institution attended, including conferral of degree
- “B” or better average
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The program prepares graduates to:
Demonstrate knowledge of language and culture, the diverse language, cognitive and cultural background characteristics of English Language Learners (ELLs), grades K-12, including exceptional learners, and their individual instructional needs
- Demonstrate knowedge of language as a system that serves as a basis for literacy development
- Demonstrate knowledge of concepts, theory, practice and research related to first and second language acquisition and language learning.
- Demonstrate knowledge of the nature and role of culture, socio-cultural processes, linguistic, cognitive, proficiency and academic aspects of diverse students and how this knowledge supports literacy development, academic achievement and cultural identity
- Demonstrate knowledge of national, state and city policies, regulations, legislation, laws, scientifically-based research and practices regarding assessment and instructional design
Demonstrate knowledge of a variety of instructional programs for ELLs (K-12) for varied linguistic, cognitive, and socio-cultural backgrounds
- Demonstrate the applicable state and national standards in TESOL and related content areas
- Identify and articulate the alignment of relevant standards and instructional practices as they relate to curricula and materials for ELLs, K-12
- Identify exemplary instructional practices for developing English proficiency in listening, speaking, reading and writing for ELLs which focus on content areas of mathematics, science, social studies, art and include uses of technology, K-12
Demonstrate knowledge of quantitative and qualitative research, and research-based formal and informal evaluation and assessment procedures, materials and resources
- Identify, describe and apply concepts, theory and practice related to TESOL research, assessment and evaluation of ELLs in language and in the academic content areas of instruction, classroom research and in collaborative assessment models to address the needs of diverse and exceptional ELLs, K-12.
- Identify, describe and use various types of evaluation and assessment data needed to implement classroom research and data-based instructional planning, including ELLs with exceptionalities.
- Identify, describe and apply a variety of formative, summative and standardized tests for ELLs and describe their purpose.
- Demonstrate authentic classroom assessment for determining linguistic, cognitive and academic progress of diverse ELLs in all classroom settings.
- Describe reflective teaching, action research and related approaches to improve teaching and learning, assess student progress and modify curricula and instructional strategies.
Identify, adopt, adapt and design curricula, instruction, materials and resources that address the varied linguistic, proficiency, cognitive levels and socio-cultural backgrounds of individual ELLs, based on relevant state and national standards and research-based exemplary practices in TESOL, K-12.
- Identify appropriate materials and resources for regular, bilingual and dual language classroom instruction for varied linguistic and cognitive levels and cultural backgrounds.
- Identify, adopt, adapt and design curricula, units, lesson plans and activities in constructing learning environments which address the individualized needs of ELLs.
- Identify and develop curricula and instruction designed to support individual student learning in terms of language, academic and social development in settings including regular classrooms, self-contained classes, dual-language, special education and bilingual classrooms.
Demonstrate the implementation and management of effective instruction of ELLs of diverse linguistic, cognitive levels and socio-cultural backgrounds for language development, literacy in English and achievement in the content areas, K-12.
- Apply relevant concepts, research, theory, evaluation, assessment and data in planning, design and management of exemplary instruction for ELLs, K-12, in various classroom settings, including special education and gifted and talented.
- Demonstrate management of multilevel ESOL classrooms based on the diverse background characteristics of ELLs using standards-based ESL, and content curricula and instruction.
- Demonstrate ability to serve as effective English language model, advocate, collaborator and creator of supportive classroom environments.
Demonstrate knowledge of theory, research and strategies for self-evaluation, reflective teaching and action research to improve teaching and learning for ELLs, K-12.
- Demonstrate the ability to structure and implement various learning environments which facilitate higher levels of achievement for students with interrupted formal learning.
Demonstrate the alignment of classroom instruction with respect to state and national standards in TESOL, Literacy, Special Education, Content Areas of instruction, Technology and the Arts, and scientifically based, research-based exemplary practices in TESOL, K-12, in a collaborative environment.
- Demonstrate collaborative strategies to implement effective standards and research-based, aligned instruction for ELLs of diverse linguistic, cognitive and cultural backgrounds, K-12.
- Demonstrate the integration and use of findings from professional development conferences, seminars and the field of TESOL which focus on up-to-date research-based practices and individualized and standardized assessment and evaluation in the implementation of exemplary classroom instruction for ELLs, K-12.