Leadership in Teaching: ESOL (MATESOL)
The Master of Arts in Leadership in Teaching: TESOL program provides advanced study for certified professionals who wish to become leaders in teaching English as a second or foreign language through graduate study in pedagogy, linguistics, cross-cultural communication, and second language teaching methodology. The curriculum covers leadership in both theory and practice, how to assess for second language skills, ways to integrate technology to enhance learning, and the principles of linguistics.
Issues in TESOL: EDU-508 (3 credits)Introduces students to the field of TESOL by providing an overview of instructional programs and approaches for teaching English as a second language to students from K-12 to postsecondary levels. Special emphasis is placed on the role of cultural differences on language development and academic achievement in United States classrooms. The course includes bilingualism, legal and political trends as they pertain to ESL students in various educational settings, and the impact of state and national initiatives, such as No Child Left Behind, on ESL students and TESOL. [ 3 credits ]
Reading, Analyzing and Interpreting Educational Research: EDU-543 (3 credits)Provides an interactive learning environment that will enable students to acquire knowledge, skills and abilities required for the analysis, interpretation and evaluation of educational research. In addition, the course will enable students to cultivate the skills necessary for engaging in their own creative and meaningful research. [ 3 credits ]
Principles of Linguistics: EDU-545 (3 credits)Provides an introduction to the scientific study of language. The course presents an historical overview of the major schools of thought in linguistics, followed by a discussion of current theory as it relates to the major subfields of linguistics, syntax, semantics, phonology and phonetics. This course serves as a prerequisite for all other linguistics courses in the TESOL program. [ 3 credits ]
Methods and Materials for TESOL: EDU-546 (3 credits)
Aims to familiarize students with methods and materials available to the ESL teacher, as well as InTASC standards #4-8. Students analyze a wide variety of methods, with emphasis on currently accepted methodology. Different kinds of materials are examined in detail, including authentic materials. Students will also explore technological resources available to the ESL teacher, including the Internet. [ 3 credits ]
Assessing Second Language Acquisition: EDU-547 (3 credits)Introduces the student to various assessment techniques that are used in ESL teaching. Students examine various traditional testing techniques, along with more recently developed alternative methods for assessing second language learning, focusing on the four language skills, reading, writing, listening and speaking, as well as communicative competence in general. In addition, students critically evaluate ESL assessment methods used for placement purposes by various (local) public school systems. [ 3 credits ]
Language Learning: EDU-548 (3 credits)Examines current theory in language acquisition from psycholinguistic and sociolinguistic perspectives. Although the basic principles of first language acquisition are analyzed to some extent, the main focus of the course is on theoretical principles as they relate to second language acquisition, including their application to second or foreign language teaching. Subtopics include sociocultural factors in language classrooms, individual language learning styles and strategies, and the impact of age and native language on (second/foreign) language learning. [ 3 credits ]
Technology for Instruction and Management: EDU-556 (3 credits)Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the instructional needs of students. The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [ 3 credits ]
Leadership Seminar I: EDU-557 (3 credits)Analyzes various models of leadership and explores societal and personal assumptions about leadership. Students investigate key elements of effective leadership and raise questions from several cultural viewpoints. Participants will be encouraged to integrate and apply diverse leadership perspectives in order to enhance their leadership abilities and strengthen their capacity to lead as educational professionals. [ 3 credits ]
Leadership Seminar II: EDU-559 (3 credits)Considers the dynamics of innovation and change in organizations and institutions. Readings and discussions focus on the conceptualization, planning, and management of innovation and change. Seminar participants analyze the theoretical bases of various decision-making and problem-solving strategies and examine specific case studies relevant to change. Students are required to develop an analytical project in which they identify a particular problem and plan an effective strategy. Prerequisite: 21 completed credits, including successful completion of EDU-557. [ 3 credits ]
Learning Theory and Practice: EDU-567 (3 credits)Evaluates theories of learning from cognitive, physiological and affective perspectives as a basis for effective instructional practice. Research into the theoretical basis for learning and higher level thinking skills is applied to educational planning, implementation, and evaluation. [ 3 credits ]
Techniques of Teaching Reading and Writing to Students With Limited English Proficiency: EDU-586 (3 credits)Addresses the development of reading and writing from a cognitive perspective. Students will become familiar with the approaches, methods and techniques appropriate for the teaching of reading and writing to students with limited English language proficiencies. Special topics such as the integrated skills curriculum, language-specific rhetorical styles and free voluntary reading will also be discussed. Students will evaluate and design appropriate classroom materials. [ 3 credits ]
English Grammar for ESL Teachers: EDU-596 (3 credits)Analyzes the grammar of American English in detail with an emphasis on areas of English grammar that tend to present problems for EFL students. Students learn how to teach grammar, including how to contextualize grammar instruction in thematic lessons. Included will be a discussion of how grammar instruction fits into current trends in language teaching. [ 3 credits ]
Required Courses (36 Credits)
EDU 508 - Issues in TESOL (3)
EDU 543 - Reading, Analyzing and Interpreting Educational Research (3)
EDU 545 - Principles of Linguistics (3)
EDU 546 - Methods and Materials for TESOL (3)
EDU 547 - Assessing Second Language Acquisition (3)
EDU 548 - Language Learning (3)
EDU 556 - Technology for Instruction and Management (3)
EDU 557 - Leadership Seminar I (3)
EDU 559 - Leadership Seminar II (3)
EDU 567 - Learning Theory and Practice (3)
EDU 586 - Techniques of Teaching Reading and Writing to Students with Limited English Proficiency (3)
EDU 596 - English Grammar for ESL Teachers (3)
Prerequisites: Six credits in a second language
What to Expect Studying at Notre Dame of Maryland University
As a nationally recognized TESOL program, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.
Flexible Class Schedules
Work with an advisor to develop a personalized program plan:
- Courses offered in the evenings at times convenient for working adults.
- Occasional courses available on Saturdays or online.
What’s next: Wolfe Street Academy, Baltimore City Public Schools, ESOL TeacherAlum, NDMU Class of 2018 Leadership in Teaching: ESOL (MATESOL) Read story
Notre Dame is one of the state’s largest and most significant private providers of teacher education.