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Master of Education in TESOL

Master of Education in TESOL

 



 

The Master of Education degree includes specialization areas in Administration and SupervisionSecondary EducationReadingTeaching English to Speakers of Other Languages (TESOL), and Special Education.   The M.Ed. degree is designed for certified teachers seeking advanced knowledge of teaching and learning in a specific area.   Students seeking teacher certification should obtain a Guam Commission on Educator Certification (GCEC) teacher certification evaluation before developing a program of study. Students completing the Administration and Supervision degree will be able to apply for certification in that field from the GCEC. 

Students should contact an advisor for information about the program in which they are interested.

 

OBJECTIVES

The School of Education offers a Master of Education program with five (5) areas of specialization, all of which are designed to prepare students for advanced roles in the field of Education:

Option A: Thesis / Special Project

Option B: Non-Thesis

 

PREREQUISITE FOR ADMISSION AND CONTINUING REQUIREMENTS FOR SCHOOL OF EDUCATION:

  1. Applicants must meet all University requirements stated in the Academic regulations of this catalog, including:
  2. A minimum 3.0 cumulative undergraduate GPA or 3.0 graduate cumulative GPA based on a minimum of 9 graduate credit hours
  3. Submit an Electronic Portfolio on LiveText to the Admission Committee to include the following:
    a.    an essay, between 300-500 words, of accomplishments, interests, and goals relating to education.
  4. b.   three School of Education dispositions rubrics to be completed by two School of Education faculty and one current/former employer or school site administrator or master teacher.
  5. A completed Form-A

Contact the School of Education Dean’s Office for more information.

 

CONTINUING REQUIREMENTS: 

Maintain 3.0 GPA for all coursework in the M.Ed. program. The School of Education is responsible for the academic advisement of its graduate students.  Candidates are required to maintain an online, electronic portfolio. The portfolio will be used as a basis for assessment and advisement throughout the graduate studies experience and will be closely monitored at  major decision points such as admission to candidacy, midpoint, and exit.   All candidates must pass the PRAXIS II in their content area with a passing score approved for licensure on Guam. Current requirements (May 11, 2010) may be found at the Guam Commission for Educator Certification website http://www.gcec.guam.gov.

 
GRADUATE DOUBLE MAJORS in Education 

Students wishing to complete a Double Major in two areas of Education may do so by completing the following requirements:

  1. Core Courses: 6 or 9 credits. 
  2. Two Areas of Specialization Coursework. Note: Elective courses may be taken in second area of specialization.
  3. PRAXIS II covering both areas of specialization.
  4. Thesis or Special Project option (6 credits) to include both areas.

Students electing to Double Major will receive one degree with both areas of study listed on the transcript.

 

THESIS AND SPECIAL PROJECT DESCRIPTIONS:

Definitions and descriptions of the scope and format for Special Project and Thesis requirements appear in the Degree Requirements of this Bulletin.  A student in consultation with his or her advisor will decide upon which requirement will best meet student and program goals.

 

 

 

 

 

 

 


MASTER OF EDUCATION WITH SPECIALIZATION IN
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL)

 

OBJECTIVES:

The School of Education offers a Master’s Degree specialization in TESOL.  The objectives of this program of study are to maintain a balance between theory and practice, and to fulfill a threefold purpose:

1.    To train practitioners to enter the ESL classroom as professionals,
2.    To provide a theoretical base which would enrich the formation of ESL classroom teachers and enable those who wish to further their studies at the doctoral level, and
3.    To serve as a resource for other teachers to function as ESL trainers.
 

SPECIFIC PREREQUISITES:

In order to be admitted to this specialization, prospective student must have the prerequisites as currently stated in the catalog plus:

1.    Native speaker of English or a score of 550 on the TOEFL.
2.    A Bachelor's Degree with a major in English, Education, a foreign language, or a related field.
3.    A teaching certificate for those wishing to teach at the elementary or secondary levels.

Please note: The M.Ed. TESOL degree does not lead to initial certification to teach in the Guam (or other US) school system.  Endorsement to teach ESL in the Guam school system will only be granted to teachers currently certified.  Non-certified candidates are welcomed to apply to the M.Ed. TESOL program if they are not seeking endorsement or certification.

PROGRAM LEARNING OUTCOMES (TESOL STANDARDS):

Domain 1 – Language
Standard 1.a. Language as a System.  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.

Standard 1.b. Language Acquisition and Development.  Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.

Domain 2 – Culture
Standard 2. Culture as it Affects Student Learning.  Candidates know, understand and use major theories and research related to the nature and role of culture in their institution.  They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.

Domain 3 – Instruction
Standard 3.a. Planning for Standards-Based ESL and Content Instruction.  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.

Standard 3.b. Implementing and Managing Standards-Based ESL and Content Instruction.  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.

Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction.  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 instruction.

Domain 4 – Assessment
Standard 4.a. Issues of Assessment for English Language Learners.  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.

Standard 4.b. Language Proficiency Assessment.  Candidates know and 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.

Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.
Domain 5 – Professionalism.  

Domain 5 – Professionalism
Standard 5.a. ESL Research and History.  Candidates demonstrate knowledge of history, research, and educational public policy, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.

Standard 5.b. Professional Development, Partnerships and Advocacy.  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.


REQUIREMENTS:

The M.Ed. TESOL program runs on a cohort system, and all students take two courses each semester (including the summers) together as a group.  33 credits are required for graduation.

Course

Course Title

Credits

ED582

Foundations of TESOL

3

ED661

Second Language Curriculum Theory and Development

3

ED660

Applied Linguistics

3

ED585

English Grammar

3

ED583

Second Language Materials Evaluation and Design

3

ED601

Introduction to Research Methods

3

ED602

Qualitative Analysis

3

ED603

Quantitative Analysis

3

ED584

English Phonetics

3

ED662

Second Language Testing and Evaluation

3

A summer practicum is required, and is part of the coursework.

Thesis
: (3 credit hours)

Course

Course Title

Credits

ED695

Thesis: TESOL

3


*A capstone Portfolio and PRAXIS II English to Speakers of Other Languages (ESOL) examination with a passing score approved for licensure on Guam is required for candidates who are already certified to teach and who are seeking endorsement in teaching ESL (K-12).  Current requirements (May 11, 2010) may be found at the Guam Commission for Educator Certification website http://www.gcec.guam.gov.  In lieu of the PRAXIS II ESOL examination, candidates not seeking endorsement to teach ESL in the Guam school system will be required to take a written comprehensive examination at the end of their studies.

TOTAL:  33 CREDIT HOURS

University of Guam

Associate Professor, TESOL

Mailing Address: UOG Station, Mangilao, Guam 96923
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About

Dr. Evelyn Doman is the former Director of the English Language Centre at the University of Macau. 

Evelyn received her doctorate in Applied Linguistics (with a concentration in Second Language Acquisition) from Macquarie University, Sydney, Australia.  She has taught ESL and EFL for the past 20+ years at various universities in Korea, Japan, the United States and Macau. 

Her research interests include learner autonomy, Processability Theory, focus on form instruction, and teacher beliefs.  She is particularly interested in the flipped language classroom and ways to promote independent learning both inside and outside the classroom. 

 

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