The master’s degree program, with the TESOL option, is designed to be a 2-3 year program. A graduate student who remains continuously enrolled through fall, spring, and summer semesters should be able to successfully complete the program in 2-3 calendar years.
All TESOL courses are taught online. This flexibility allows courses to be completed from anywhere in the world.
Total Credits Required:
M.A.S. in Assessment, TESOL option: 33 credit hours
Courses for M.A.S./Graduate Certificate: TESOL Option (18 credit hours total)
TSL 559: Policy, Curriculum, and Instruction for ELLs (3 credits)
This course will enhance current and future teachers’ understanding of the issues and consequences related to designing effective services for English language learners. Students will explore the legal requirements and policy issues related to curriculum development and program management for English language learners. Students will explore the benefits and challenges of different program models, including, but not limited to: English immersion, sheltered English, content-based, transitional bilingual, and dual language. Students will evaluate the feasibility of each of these programs in their specific teaching situations, as well as learn methods to evaluate program effectiveness. Students will examine best practices for delivering services to ELLs with exceptional needs. Additional topics will include: SIOP ® methods, the role of the native language, technological tools, selecting resources, and informed advocacy for ELLs.
TSL 560: Methods of Teaching Second Language Acquisition (3 credits)
This course provides an overview of the theoretical foundations and applications of language instruction approaches, methods, and techniques that are effective in the classroom. It will focus on interactive and communicative language teaching methods as well as specific strategies for students and English language learners (ELL) in mainstream classrooms. This course is the foundation course for the TESOL Option and is a prerequisite for all other courses in the Option.
TSL 561: Second Language Acquisition (3 credits)
This course includes a study of the theories of first and second language acquisition specifically as related to the teaching of English as a second language and foreign languages. Subtopics of this area of study include: bilingualism, cognitive styles, communicative styles, personality factors, socio-cultural differences among learners, learning theory, models of language acquisition, strategies used by adults and children in acquiring second or third language and the application of these factors to the ESOL and foreign language learning situations.
ESL 562: Materials and Assessment for TESOL (3 credits)
Advanced course in the analysis and preparation of materials and the basics of test development in the field of ESOL.
TSL 664: Language and Culture (3 credits)
Focuses on understanding the foundation on which language acquisition, reading, writing, specific instructional technologies, ELL curriulum development, assessment tools and theories, education reform, philosophy of second language instruction, and other topics relevant to instruction function in our diverse classroom settings. This course is designed to provide insight into the multiple factors related to teaching second language students in grades K-16. Prerequisite: TSL 560 with a grade of C or better, or concurrent enrollment.
TSL 665: Practicum in ELL (3 credits)
Students having completed the required courses in the TESOL Option and are seeking the ELL Certification will conclude the program of study by working in a classroom/s containing ELL students. The Practicum focuses on peer observation/peer coaching under the supervision of experienced teachers in the context of the ELL or regular classroom setting.
M.A.S. Core Courses (15 credit hours total)
EDU 510: Introduction to Research in Education (3 credits)
EDU 510 is designed to acquaint the beginning graduate student with the methods professional scholars use to conduct their own inquiries in the field of education. Students will be introduced to major categories of educational policy, as well as the research that supports key pieces of current federal and state policy. Students will investigate different research designs, including qualitative, quantitative, single-subject, ethnography, survey, and case study. To prepare students for the process of developing their capstone projects, the course will emphasize the rules and guidelines of APA format and style, including the basic features of technical and bias-free writing. This course might include one or two synchronous, on-line class meetings. The instructor will schedule these meetings at a time convenient to as many enrolled students as possible.
EDU 609: Educational Research Formation (3 credits)
Using the essential content from EDU 510 as a foundation, EDU 609 will emphasize the selection of a narrowed topic for investigation. From this narrowed topic, students will develop an initial draft of the problem statement for the formal academic argument being developed by the student in his or her capstone project. To inform these efforts, EDU 609 will introduce students to the structure and formatting of the full capstone document, including appendices. Finally, the course will present important information about the Institutional Review Board and its procedures, and will challenge students to understand and to adhere to appropriate research ethics. This course might include one or two synchronous, on-line class meetings. The instructor will schedule these meetings at a time convenient to as many enrolled students as possible.
EDU 611: Research Development and Literature Analysis (3 credits)
Focuses on the development of a research project from the initial selection of a refined topic, first considered in EDU 609, to a definitive research proposal. Students will continue their exploration of the concepts and strategies of educational research and apply that information to their own planned research. Students will compare and contrast scholarly publications in order to refine their skills in synthesizing literature, and will participate in the peer review process by providing feedback to classmates regarding literature reviews they have composed. The authentic assessment woven throughout this course is the development of a preliminary presentation of the candidate’s proposed capstone project for faculty members and colleagues. This course might include one or two synchronous, on-line class meetings. The instructor will schedule these meetings at a time convenient to as many enrolled students as possible.
EDU 615: Data-Informed Analysis and Decisions (3 credits)
This final traditional course in the professional core sequence focuses on an examination of the various types of measurement scales (i.e., nominal, ordinal, interval, and ratio) and a discussion of which particular statistical analyses are appropriate for use with each type of data. Content of EDU 615 will include coverage of descriptive statistical measures and basic inferential statistics. Students will examine various data sets, master Excel database construction and use, and learn the principles of data-based decision-making. EDU 615 should prepare students with the essential tools they will need to develop the methodology and data analysis sections of the experimental capstone project. This course might include one or two synchronous, on-line class meetings. The instructor will schedule these meetings at a time convenient to as many enrolled students as possible.
EDU 630: Capstone (3 credits)
This culminating course in the professional core sequence for the M.A.S. degree requires the graduate student to design, formally propose, implement, and prepare a scholarly write-up of an individual capstone project. Two options are offered: (a) a traditional thesis project, for which the student will write research questions, conduct a thorough literature review, determine methodology, collect all relevant data, and complete analyses and discussion; and (b) a capstone internship experience project, for which the student will seek out and identify a host site and on-site mentor, then complete an intensive field-based internship—which must be beyond the scope of the graduate student’s current employment. MORE INFO
Graduate certificate in TESOL with or without Missouri ESOL certification:
Individuals seeking a graduate certificate will complete the 18 TESOL hours listed.
Those seeking to complete the requirements for Missouri’s K-12 English for Speakers of Other Languages
certification will need to complete these 18 hours and complete or have previously completed undergraduate or graduate courses in the three areas listed below.
ENG 232: Linguistics and English Linguistics* (3 credits)
EDU 315: Psychology and/or Education of the Exceptional Child (including the gifted)* (2 credits)
This course is a survey of issues related to the identification and teaching of exceptional students. All state and federally defined categories of disability will be addressed by definition, etiology, prevalence, school law, civil rights law and curriculum and teaching issues. Topics will include curriculum and instruction modifications and adaptations as well as behavior management and discipline. Prerequisites: EDU 202 and 203; declared minors in Childhood Studies are exempt from EDU 303 and 304 as prerequisites.
EDU 311: Basic Reading Techniques for Secondary Teachers* (2 credits)
Techniques of teaching reading comprehension strategies to middle and high school students. Prerequisites: Admission to the Education Department, and either both ENG104 and ENG108, or ENG112. Elementary teacher candidates must have completed EDU310 and EDU320.