Teaching English as a Second Language

General

Program Title

Degree Designation

Award Type

Masters

Program Level

Graduate

Instruction Mode

On Campus, Online Exclusive - Asynchronous

Program Description

The Teaching English as a Second Language (TESL) program will prepare you to teach students in the United States and throughout in the world. A campus-wide focus on cultural diversity will introduce you to a community of learners in a local context. You will learn the intricacies of linguistics and teaching from specialists who have lived, worked and taught throughout the world. You will have the opportunity to put your skills to work in a graduate assistantship at St. Cloud State's English for Academic Purposes program or the Intensive English Center, a program that trains more than 100 English language learners from more than 15 countries each year. These two centers offer 50 assistantships each year.

Department/Unit(s)

English

College/School

College of Liberal Arts

Status

Active

Admission Requirements

What previous degree and/or experience is required prior to admission to this program?

Bachelors Degree

Minimum undergraduate GPA for admission

2.75

Requirements

Free Form Requisites

Admissions Requirements

For unconditional admission to the TESL program, one year of a second language or equivalent proficiency and completion of an introductory course in linguistics is required.

Admission GPA: 2.75

Graduate Plan: Thesis (36 credits)

Credits: 36

Core: 21 credits.

Pedagogy: required, two courses, 6 credits: course, AND either course OR course.

Distributed: select three courses, 9 credits: course, course, course, course, course, course, course, course, course, course, course, course, course, course, course, course.

Linguistics: select two courses, 6 credits: course, course, course, course, course.

Electives: 6 credits maximum may be earned as electives from any of the courses listed above or from any other graduate course in the English department, or from cognate courses in other departments.

Research: 9 credits. course, course.

Graduate Plan: Starred Paper (36 credits)

Core: 24 credits.

Pedagogy Courses: required, two courses, 6 credits: course AND either course OR course.

Distributed: Select three courses, 9 credits: course, course, course, course, course, course, course, course, course, course, course, course, course, course, course, course.

Linguistics: 9 credits, select three courses: course, course, course, course, course."

Electives: 6 credits maximum may be earned as electives from any of the courses listed above or from any other graduate course in the English department, or from cognate courses in other departments.

Research: 6 credits: course, course.

See program website for additional information.

Program Learning Outcomes

Outcome

A. An English as a second language teacher masters a high level of proficiency in English commensurate with the role of an instructional model and develops an awareness of the process of formal language learning by learning a second language through two years of second language instruction in a high school setting or one year of second language instruction in a postsecondary setting, or the equivalent.

Outcome

J. An English as a second language teacher observe, analyze, evaluate and reflect on teaching of English as a second language that integrates understanding of English as a second language with the teachers understanding of pedagogy, students, learning, classroom management, and professional development.

Outcome

An English as a second language teacher identifies, selects, designs, and prepares a variety of methods, techniques, and program models suitable for second language instruction with diverse learners including adapting existing materials to meet the needs of the students with limited English proficiency. Every even years with Board of Teaching.

Outcome

An English as a second language teacher identifies, selects, designs, and prepares various content-based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full inclusion of students with limited English proficiency in the school setting.

Outcome

An English as a second language teacher plans, prepares and communicates successfully with students, parents, colleagues, and community members.

Outcome

An English as a second language teacher identifies, selects, designs, and prepares communicative instruction in the second language context with a focus on the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum.

Outcome

F. An English as a second language teacher identifies, selects, designs, prepares and uses formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of students with limited English proficiency in order to implement criteria for determining the readiness of students to enter and exit limited English proficiency programs.

Outcome

G. An English as a second language teacher identifies, describes, analyzes, and explains or classifies the contributions of general and applied linguistics to second language education. Every even years with Board of Teaching.

Outcome

H. An English as a second language teacher identifies and utilizes the fundamentals of the first and second language acquisition processes and their similarities and differences.

Outcome

I. An English as a second language teacher identifies and utilizes the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction.

Degree Maps

Major Code

8209

Program Code

344152016