Master of Science in Education - Teaching English to Speakers of Other Languages (TESOL)
Our advanced TESOL program is for individuals who already hold, or are on track to
soon hold, initial New York State teacher certification. This program is NOT for individuals who are looking to obtain initial certification to teach.
To apply, click here.
If you are not yet certified and would like to be, check out our initial programs here.
If you are interested in TESOL but are looking to teach in higher education settings
in the U.S. or across the globe, check out our TESOL (MA) here.
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Students in the MSEd TESOL program are immersed in multi-layered theoretical and practical
approaches to teaching English as a Second Language (ESL), from language acquisition
and literacy development to effective English as New Language Learners (ENL) pedagogy.
Students taking classes full time will complete this program in just three semesters
with their studies culminating in a capstone project.
The MSEd TESOL program is designed for those already possessing (or about to possess)
New York state teacher certification looking to earn a master’s degree and certification
in ESOL, which enables program completers to teach English as a New Language (ENL)
in pre-K-12 settings.
Program requirements
Students must have at least 12 credits or the equivalent of study for a language other
than English before enrolling in the MSEd program. In addition to 33 credit hours
of TESOL coursework, students must complete requirements in fieldwork and an internship, as well as a capstone project.
Culminating paper/project requirement
Students in the TESOL programs enroll in an advisor-guided capstone course in their
final semester. This capstone course provides a unified research base upon which to
complete the culminating research project.
Plan of study
The plan of study for the MSEd in TESOL program provides students and advisors with a form to guide
students through the requirements.
Required courses
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EDUC 504 - Foundat Biling & Multicult Edu
Examination of diverse cultural backgrounds of students and teachers; ways in which
these differences affect the practice of schooling, particularly in early childhood,
elementary, and secondary educational settings. Nature of "education that is
multicultural" and link to issues of school culture, educational policy, community
relations, curriculum, classroom interactions, teaching styles, student learning,
grouping practices, labeling, assessment and the need to develop strategies for the
improvement of educational practice. Dynamics of race, class, gender, ethnicity, religion,
disability and sexual orientation; effects on schooling. Offered: fall. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 529 - Grammar for English Teachers
Rethinking of English grammar from a structural and transformational-generative
perspective. Explores how words, phrases, clauses, and sentences are formed as well
as the rhetorical implications of grammatical choices and the study of figures in
style. Employs a common-sense, lively approach to grammar designed to solidify students'
experiences with grammar and renew confidence in writing and speaking and focuses
specifically on teaching English Language Learners of all ages from elementary through university students. Lecture/lab format. Weekly homework,
course project, final exam; no papers. Especially useful for students in TESOL, English
education, Creative Writing, or a writing-intensive discipline. Offered: spring. 3
credits.
Levels: Graduate, Undergraduate
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EDUC 581 - Linguistics for Teachers
This course provides an introduction to linguistic theory to help teachers make
linguistically informed decisions about teaching and assessment. The course covers
Phonology, Morphology, Syntax, Semantics, and Pragmatics as well as introduces some
major issues in Sociolinguistics and Psycholinguistics, with attention to grammatical
choices and implications. Emphasis is given to the practical application of linguistic
knowledge in the ESL/EFL classroom. Offered: fall. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 584 - Methods & Assessment for ELLs
This course offers opportunities to develop both content and experiential knowledge
in the teaching of English as a Second/Foreign Language. A number of ESL teaching
methods will be discussed in light of the linguistics and learning theories that they
derive from. The course is designed to develop an understanding of the principles
and methods of language teaching and understand different assessment techniques used to measure
students’ learning. Further, use of assessment results to improve classroom
instructions and major concerns related to assessing English Language Learners will
be discussed. *A minimum twenty-five (25) hours of fieldwork is required. Offered:
fall. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 585 - Global Contexts for TESOL
As we are living in an increasing globalized world, the importance of educating
language teachers to meet this change is critical. The first part of this course covers
intercultural communication and global competence. The second part explores issues
and topics regarding teaching English in global contexts. This course will provide
theoretical and empirical investigation of real-world issues and challenges in which
language education is a central issue. Topics include intercultural communication,
culture and identity, language policy, and discourse, and cases studies. Offered:
spring. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 587 - L2 Reading, Writing Technology
This course provides students with an ever-increasing variety of technologies that
can promote students’ learning and motivation. In this class, students will first explore what technologies are available to them as
ESL/EFL teachers, understand the challenges for teachers and students in both high-
and low-technology teaching contexts, and will become critical users of commercial
language learning products. Students will experience new media technologies such as
wikis and digital stories for language learning. Students are expected to plan and
design how to use CALL, Internet resources, and new media technologies in promoting
language and literacy developments. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 588 - Content Bsed ESL Curric Instru
This class focuses on application of principles of second language acquisition
to promote language, literacy and academic development in content area classrooms.
This course will cover the functions and features of academic English language and
examine types and features of academic language used in subject areas. During the
course, various teaching strategies and techniques will be explored to support both
native English speakers and ELLs in their development of content knowledge, thinking
skills, communication skills, and literacy skills. Instructional strategies to promote
students’ listening, speaking, reading and writing will be highlighted. *A minimum
twenty-five (25) hours of fieldwork is required. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 591 - Internship in TESOL
Students in the TESOL Program complete this internship as a final course to meet
their exit requirement. This course is designed to help TESOL students refine their
skills as teaching professionals. Throughout the course, students will integrate theory,
research, and conceptual foundations into planning and executing lessons. Course activities
and assignments will prepare TESOL students to be professional language teacher. During
the specified time based on the students’ individual track, a mentor teacher
at the host institute will fill out evaluation forms for internship students’
lesson plans and overall observations, and provide narrative feedback on teaching
demonstrations. University faculty will also observe and provide evaluation on internship
students’ teaching performance. Offered: fall, spring and summer. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 595 - TESOL Capstone Proj or Thesis
TESOL majors will take this advisor-guided independent study in their final semester.
This capstone course provides a unified research capstone course provides a unified
research base upon which to complete the student’s master’s project. The
course instructor and the student’s advisor must approve the proposal prior
to implementing the project and both will have to approve the project as meeting Satisfactory
(B or Better) in order for the student to receive credit for the course. Offered: fall, spring and summer. 3 credits.
Levels: Graduate, Undergraduate
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LTRC 518 - Literacy Assessment & Teaching
This course develops competence in administering, analyzing, and critiquing both
formal and informal literacy assessments, and using this information to provide appropriate
instruction to struggling learners. It is offered for classroom teachers, reading
teachers, and special education teachers. During the first hour teachers tutor children
in grades 2-5 with a focus on developing reading comprehension, vocabulary, and writing
skills through targeted assessment. Each teacher prepares a case report on a child/children
and a portfolio of classroom assessment and teaching tools. Fieldwork required weekly
or according to a schedule established by the instructor. Offered: semester offered
varies. 3 credits.
Levels: Graduate, Undergraduate
Students enrolled in teacher preparation programs must earn at least a B- in all courses
to progress to subsequent semesters.
Inquiries
For questions regarding Binghamton University’s advanced teacher preparation program
in TESOL, contact tlel@binghamton.edu.
Request more information
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Apply
To apply to this program, visit our Admissions webpage.