TESOL Certification

There is a growing need within New Hampshire, around the country, and around the world for teachers trained in TESOL and confident in working with students whose primary language is not English. English Language Learners (ELLs) are the fastest growing segment of the New Hampshire public school population. The New Hampshire Department of Education lists ELL teaching as a critical shortage area. This trend is true across the country, too; The Department of Education in Washington reports a 60 percent increase in ELLs nationwide in the last decade.

The master’s degree in Teaching English to Speakers of Other Languages (TESOL) will prepare you for a successful career as an ELL teacher in the United States or overseas. Through this experiential and hands-on program, you’ll explore classes in which faculty blend theory and practice, and provide a complete foundation in language teaching methodologies, language assessment, literacy, language acquisition, and linguistics for language teachers.

Successful graduates will meet the requirements for the New Hampshire Department of Education license to teach K-12 ELLs.

Master’s Core Component – 9 credits
3

LL 5009 Intercultural Communication in Multicultural Classrooms

This course examines the importance of cultural perspectives in language education for non-native speakers. Emphasis is placed on understanding the role of acculturation on academic success, and programmatic alternatives and pedagogy for English language learners in a pluralistic society. The course explores the impact of cultural backgrounds of language-minority children and their families, and their adjustment to a new society, on language acquisition and school achievement.
3

ED 5010 Philosophy, Ethics, and Education

A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
3

ED 5030 Research Design

Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.

ESOL Component – 21 credits
3

LL 5004 Language and Linguistics

Provides prospective language teachers with an introduction to the study of language. Principal topics include sociolinguistic theories, language variation, and pragmatics; and the classroom implications of phonology, morphology, semantics and syntax.
3

LL 5003 Language Acquisition

This course will examine the nature of first and second language acquisition and development. Topics include first language acquisition, second language acquisition by children and adults, bilingualism, and their applications to language teaching. The course provides an overview of current theories of language acquisition.
3

LL 5005 Foundations of TESOL Methodology

Participants learn the foundations of communicative language teaching to non-native speakers in multicultural and homogenous classrooms. Topics include content-based instruction, teaching of the four skills, curriculum development, and lesson planning and execution. Participants acquire and practice the skills needed to teach language to students of all ages and abilities.
3

LL 5006 Language Evaluation and Assessment

Participants in this course explore different approaches for creating, evaluating, and scoring both formal and informal language assessment measures for students of different ages and ability levels. Topics include authentic communicative assessment measures; portfolio assessment, standardized testing, test biases and testing different skills. This course foregrounds authentic and useful classroom language assessment measures.
3

LL 5007 ESOL Literacy

Participants in this course examine the theories and practice of second language reading and writing acquisition. Topics include developing literate behaviors, decoding, guided reading, shared reading and writing, and the writing process. The focus of the course is to develop participants' proficiency in teaching reading and writing to students of different ages and ability levels through phonics, whole language, and integrated approaches.
3

LL 5050 Mainstream Classroom Strategies for English Language Learners

This course is designed especially for mainstream teachers who want to know more about how to better meet the needs of English language learners (ELLs) in their classroom. It provides an in-depth examination of widely-used, evidence-based techniques for teaching non-native speakers of English within the mainstream classroom. In addition to an overview of current theories for teaching English language learners, the course foregrounds strategies and practical hands-on ways for engaging, teaching and assessing ELLs within the K-12 mainstream classroom. Participants gain a theoretical grounding as well as practice with scaffolding content for language learners, and developing individualized learner strategies. This course includes instruction in using CALLA, the Cognitive Academic Language Learning Approach, and SIOP (Sheltered Instruction Observation Protocol), with ELLs.
3

LL 5008 Language Teaching Methods II*

Participants deepen and build upon their existing knowledge of language teaching methodology, with particular attention to content-area instruction, curriculum development, and the use of technology in language education. Course provides an in-depth examination and extensive hands-on application of different ways in which technology can be used in the language classroom to facilitate learning and promote language acquisition. Participants explore the use of a broad range of digital and interactive media, and Web 2.0 technology. Students will create content-area, technology-rich lessons which promote language acquisition for language learners of different ages and abilities.

*Approved substitutions include CE 5160, CE 5120, or CE 5150

Capstone Experience – 6-9 credits
6

LL 5010 Practicum in TESOL

This practicum serves as field experience for ESOL certification candidates and for students taking a self-designed M.Ed. with a concentration in TESOL but without K-12 certification. A candidate seeking ESOL teacher certification must do the practicum in a New Hampshire public school; a candidate not seeking ESOL teacher certification can do the practicum in any approved setting. Commitment includes regular meetings with the course instructor and the development of a professional portfolio that fulfils all NH required teacher competencies. Supervision will be done jointly by the cooperating institution and Plymouth State University faculty. Permission of instructor is required.
- OR -
9

ED 5960 Internship in Teacher Education

Student teaching for students in the Master of Education Elementary or Secondary Education programs. Students must have all course work for the degree, including any required undergraduate prerequisites, completed before taking this course.