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The Master of Education degree in ESOL Literacy is built around the five domains of the TESOL standards: Language, Culture, Planning, Managing and Implementing Standards-based ESL and Content Instruction, Assessment, and Professionalism. The program offers classroom teachers an opportunity to increase knowledge, skills, and techniques in all aspects of reading and writing instruction, especially relative to the needs of ESOL students. The course content is focused at the classroom level to better enable teachers to meet diverse literacy needs of school-aged children. The program addresses the most current theories and practices for developing strategies and techniques for teaching reading and writing, effective schools research, and educational reform and technology relative to second language acquisition. Course content includes literacy theories for second language acquisition, research results, current strategies and techniques and materials, but always focuses on the centrality of teaching and learning as it relates to the student whose first language is not English. Additional courses include a foundational reading courses. As our population becomes more richly diverse, we recognize the constant need for teachers who understand the variables which affect their environments. We need teachers who possess the professional skills necessary to contribute to the development, implementation, and evaluation of programs and procedures to improve instruction and learning, There is also a need for teachers who will increase learning, and provide sensitivity, and acceptance of cultural and linguistic diversity within school environments.
The program competencies are built around the five domains of TESOL Standards. These may be referenced in their entirety at http://www.ncate.org/ProgramStandards/TESOL/TesolStd.pdf. The program seeks to develop teachers who will:
Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners (ELLs) develop language and literacy and achieve in the content areas. Issues of language structure and language acquisition development are interrelated.
Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.
Candidates understand and apply theories and research in language acquisition and development to support ELLs' English language and literacy earning and content-area achievement.
Candidates know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.
Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLS.
Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs' access to the core curriculum by teaching language through academic content.
Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs.
Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.
Candidates know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs.
Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom.
Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflection and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families.
Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.
Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students' families,serve as community resources, and advocate for ELLs.
The assessment of outcomes consists of multiple measures. Grades on assignments and for courses are the first level of assessment. The course goals, learning outcomes, and assignments are designed to address the measurement of program and graduation competencies. Beginning fall 2011, candidates will take an online test of their content knowledge at the end of their program, as well as a disposition survey. A second assessment will be taking the Praxis II ESL Subject Test (20360) just prior to taking MRD 7950 as part of their clinical courses. Other assessment measures include the observation of application of knowledge in practical settings, participation in community activities and affiliation with either local, state or national professional organizations, and alumni surveys that query such items as preparation levels for careers and life-long learning activities.
This information applies to students who enter this degree program during the 2012-2013 Academic Year. If you entered this degree program before the Fall 2012 semester, please refer to the academic catalog for the year you began your degree program.