Help your students succeed with practical knowledge and experience in teaching English as a second language. Whether in a local classroom or across the world in the mission field, you will be prepared to encourage and empower students from diverse backgrounds with courses in areas such as TESOL methodologies and linguistics.
Degree Program Requirements
A master's degree in TESOL requires 33 credit hours. This full-time program offers courses one at a time in the following order:
- LIN-501: Issues in TESOL—2 credit hours, 3 sessions
- LIN-565: TESOL Methodology I—3 credit hours, 5 sessions
- LIN-525: Introduction to Linguistics—3 credit hours, 6 sessions
- LIN-535: Advanced English Grammar—3 credit hours, 6 sessions
- LIN-555: Sociolinguistics—3 credit hours, 6 sessions
- LIN-556: Second Language Acquisition—3 credit hours, 6 sessions
- LIN-566: TESOL Methodology II—3 credit hours, 6 sessions
- LIN-568: TESOL Methodology III—2 credit hours, 3 sessions
- LIN-557: Action Research—3 credit hours, 6 sessions
- LIN-558: Materials Development and Integration—3 credit hours, 6 sessions
- LIN-594: TESOL Capstone—5 credit hours, 7 sessions
The course descriptions below preview the content you can expect to learn through the Master of Arts in TESOL program. For information about academic policies and graduation requirements, see the PGS Graduate Academic Catalog.
An exploration of issues that have an impact on the field of TESOL, including social, historical, legal and cultural influences. A broad scope of these issues may include philosophical differences, as well as classroom-specific difficulties.
An examination of various methods and techniques used to teach language components (i.e., grammar, vocabulary and pronunciation) and language skills (i.e., reading, writing, listening and speaking). Practice in developing and implementing balanced and effective language lesson plans will be provided along with evaluating and selecting appropriate ESL teaching materials.to match various ESL audiences and teaching contexts.
An introduction to the nature and structure of human language. Topics focus on the goals, techniques and subject matter of modern linguistics.
An exploration of the descriptive and prescriptive grammar of English, which is analyzed according to traditional, structural and transformational methods. Emphasis is also placed on preparing students to teach grammar. Students survey grammar teaching methodology in conjunction with the different areas of grammar studied.
An examination of language in its social and cultural contexts. This course presents the basic socio-cultural variables (such as gender, age and social status) and shows their relation to language use and language learning. Areas covered in the course include bilingualism, dialectology, language variation and style with their relation to multilingual educational situations.
An examination of the process of learning a second language. This course surveys current SLA theory and learning models. Emphasis is given to the ways these theories and models shape pedagogical practices in ESL classrooms. Linguistic, cognitive, affective, cultural and social factors influencing the acquisition of another language are explored.
A continuation of methods study with a specific focus on aspects of course development, curriculum design and assessment, such as how to correctly assemble a specific curriculum for class and implement it. The course also reviews assessments available, how to decide which assessment to use and when to use it. The students explore their own personal focus as well as their methodology and philosophy of teaching to help self-evaluate themselves as teachers and to use the resources provided in class to address issues. Prerequisite: LIN-565.
A focus on the methods of teaching speaking (including pronunciation), listening, reading and writing skills with particular focus on the micro-skills involved in each. The course will both analyze these four primary linguistic skills individually and in conjunction with each other. Students will practice techniques aimed at strengthening their learner's language abilities by connecting the various combinations of skills such as reading with writing and speaking with listening.
An evaluation of claims based on research by reviewing current best practices as indicated by meta-research and discussing implications for TESOL. Action research that can be implemented in a TESOL setting and used for professional reflection and improvement of instruction is emphasized. Among the methods included are local data collection, structured interview, open-ended interview, case study, reflective case study, portfolio assessment and use of technology for self-assessment.
An application of second language learning and teaching principles to the analysis, adaptation, development and integration of materials for the ESL/EFL classroom. Among the resources explored are media, realia, computers and the Internet for all language skills including reading, writing, speaking, listening and grammar. Pedagogic rationale for materials and their use with a specific group of learners is emphasized.
A capstone course designed to allow students to integrate various principles of the TESOL program. This course includes two possible tracks: Thesis or Non-Thesis. Students seeking a Michigan Department of Education endorsement are required to choose the Non-Thesis option, which includes 60 hours of practicum.