• The M.Ed. in English as a Second Language is delivered online
  • Multi-lingual classrooms are typical in today’s world
  • Dr. Dorothy Craig works with individuals to meet their needs
  • MTSU’s program for teaching second language learners takes a literacy-based approach

English as a Second Language, Curriculum and Instruction, M.Ed.

A look into any public school classroom across the state or nation would reveal a variety of learners with specific needs. It is a common occurrence for a highly gifted English speaker, a special needs student, and students whose first languages may reflect Arabic, Burmese, Farsi, Kurdish, Somali, Spanish, and Swahili (to name a few) to be working together. The multi-lingual classroom is now typical instead of unique. The challenges posed by the classroom structures and populations require teachers to gain knowledge and understanding while developing expertise in the areas of second language acquisition, appropriate strategies and models for effective instruction, assessment tools and accommodations, and literacy frameworks, practices, and overall language learning. In addition, today’s classrooms require educators to become skillful examiners in order to conduct classroom action research that leads to improved practice and teacher efficacy. The M.Ed. in Curriculum and Instruction in English as a Second Language is delivered online.

Program increases knowledge, opens doors

Program increases knowledge, opens doors

Daiva Berzinskas earned an M.Ed. in Curriculum and Instruction with Concentration and Licensure in English as a Second Language in 2009. “Before starting this program, I had worked as an ESL (English as a Second Language) instructor and IELTS (International English Language Testing System) coordinator at a private English language education company. Although I had plenty of experience teaching English, I was limited in job opportunities without licensure,” she recalls. She also says the program filled the void in her knowledge of pedagogy and made her much more effective as a teacher. “It taught me how to build an effective curriculum and ESL program for students and the community. Currently, I work as director of International Programs and ELL (English Language Learning) at The Webb School in Bell Buckle.” In addition, she works for The Lincoln Library of Essential Information, creating supplemental lesson plans for ELL students to use in core subjects, and also as a consultant for a private school in North Carolina, helping build an ELL program for its growing number of international students. She also has served on a bias review committee for TOEFL, Jr., with ETS, in Princeton, New Jersey.

Individual seeking safety continues as a language teacher

Individual seeking safety continues as a language teacher

Ahmad Jeddeeni came to the United Stated from Damascus, Syria, under a political asylum program. He had been teaching Arabic to English-speaking personnel at the U.S. Embassy when it was attacked some years ago. U.S. personnel helped him escape, but he lost touch with his family for a while. In 2015, he graduated with a Master of Education in Curriculum and Instruction with an English as a Second Language (ESL) concentration. Now Jeddeeni credits his experiences at MTSU with his successes. “Right before I graduated, I received a job offer from Grand Valley State University where I currently work as a visiting Arabic professor. I am very grateful for the enriching experience I had during the two years I spent at MTSU. The M.Ed. degree that I earned not only helped me advance professionally, but it also provided me with essential academic tools to continue further studies and research in the language teaching field,” Jeddeeni says.

The M.Ed. in Curriculum and Instruction with Concentration and Licensure in ESL offers preparation to candidates to teach in public schools, private schools, and faith-based learning environments. The program also seeks to prepare teachers to work with early learners who are also second language learners in preschool settings, nursery school settings, and early learning classrooms. Candidates who successfully complete the program meet requirements for the Pre-K through 12th grade professional license in ESL.

In addition to teaching in public, private, faith-based, and preschool classrooms, the program enables graduates to pursue the following careers:

  • Adjunct professor
  • Curriculum writer for PreK-12
  • ESL curriculum design for PreK-12
  • ESL instructional consultant
  • ESL instructor
  • Faith-based ESL coordinator
  • Faith-based ESL teacher (missionary)
  • Lead teacher in ESL
  • PreK ESL coordinator 

Employers of MTSU Alumni include, but are not limited to, the following: 

Public Schools - Tennessee 

  • Bedford County Schools
  • Cannon County Schools
  • Coffee County Schools
  • Dekalb County School District
  • Franklin County Schools
  • Franklin Special Schools District
  • Giles County Schools
  • Hamilton County Schools
  • Knox County Schools
  • Lawrence County School District
  • Lebanon School District
  • Lincoln County Schools
  • Marshall County School District
  • Maury County School District
  • Memphis School District
  • Metropolitan Nashville Public Schools
  • Moore County Schools
  • Murfreesboro City Schools
  • Robertson County School District
  • Rutherford County School District
  • Shelby County Schools
  • Smith County School District
  • Tullahoma School District
  • Warren County Schools
  • Williamson County School
  • Wilson County School District

Public Schools – Outside of Tennessee

  • Boston Public Schools
  • New York City Department of Education

Private Schools

  • Franklin Road Academy
  • The Webb School 

Other

  • Cumberland University
  • ELS Nashville
  • Grand Valley State University
  • International English Institute
  • Middle Tennessee State University
  • Motlow State Community College
  • Nashville State Community College
  • Tennessee Foreign Language Institute
  • Tennessee Technological University
  • Tennessee State University

This online licensure-based program, offered by the Womack Educational Leadership Department and leading to a Master’s of Education (M.Ed.) with a major in Curriculum and Instruction and a concentration in English as a Second Language is designed for: a) candidates seeking the master’s degree with Add-on Endorsement in ESL, b) candidates seeking the Initial Professional License in ESL, and c) candidates seeking the Add-On Endorsement in ESL (without degree).

The M.Ed. in Curriculum and Instruction with concentration and licensure in ESL focuses on preparing professional educators to meet the needs of students who are currently enrolled in U.S. public school classrooms in grades PreK-12. These populations may include students who represent immigrant populations, newly arriving non-English speakers, children of immigrants, and diverse populations with a variety of language and learning needs. The program is designed specifically for teachers and those who plan to teach second language learners in multilingual classrooms within the U.S. 

Coursework is aligned with the Tennessee Department of Education Professional Licensure Standards for ESL and the CAEP Standards and Professional Dispositions for public school educators. The program takes a literacy-based approach to teaching ELs and is grounded in state and national education initiatives. The program is revised on an ongoing basis to reflect current practice.

This program is delivered online and does not prepare candidates to work exclusively with adult learners in EFL settings.  

For complete curriculum details, click on the REQUIREMENTS tab above.  

A Master of Education (M.Ed.) with a major in Curriculum and Instruction is offered.

The department also offers a major in Curriculum and Instruction leading to the Specialist in Education degree (Ed.S.) with a specialization in Culture, Cognition, and the Learning Process.

Also available are both on- and off-campus cohorts

Other graduate degrees

The Womack Educational Leadership Department offers both the Master of Education (M.Ed.) and Specialist in Education (Ed.S.) with a major in Administration and Supervision. The specialization in Higher Education can lead to either an Ed.S. or M.Ed. Students choose either a research or practicum path. 

There is also an Instructional Leader Licensure program specialization delivered through off-campus cohorts meeting at various locations. 

Also under the Administration and Supervision major is a concentration in Agricultural Education Leadership leading to the M.Ed.

The major in Library Science leads to a Master in Library Science (M.L.S.) 

A major in Professional Counseling includes programs leading to an M.Ed., with concentrations also available in Clinical Mental Health Counseling and School Counseling.

Curriculum and Instruction, English as a Second Language Concentration, M.Ed.

Dorothy Valcarcel Craig, Program Director
(615) 898-2855
Dorothy.Craig@mtsu.edu, www.eslatmtsu.com

The Womack Educational Leadership Department offers the Specialist in Education degree (Ed.S.) with majors in Administration and Supervision and in Curriculum and Instruction, and it offers the Master of Education degree (M.Ed.) with majors in Administration and Supervision, Curriculum and Instruction, and Professional Counseling.

The M.Ed. in Curriculum and Instruction offers a concentration in English as a Second Language with several licensure options as well as a non-licensure option:

  • The degree with add-on licensure endorsement in ESL (PreK-12) is designed for those candidates who already hold an initial license for teaching in Tennessee;
  • The degree with initial license in ESL (PreK-12) is designed for those candidates who do not hold an initial license for teaching in Tennessee and who plan to complete the requirements for professional licensure at the initial level;
  • The add-on only program may be completed for endorsement only (non-degree; licensure only);
  • The M.Ed. in Curriculum and Instruction also offers a specialization for the professional education coursework for teacher licensure (Secondary Education Licensure Path) in a state-approved licensure

Please see undergraduate catalog for information regarding undergraduate programs.

Admission Requirements

For admission into the master’s program, a satisfactory score on the Miller Analogies Test, the Graduate Record Examination, or the Praxis II (Principles of Learning and Teaching) or a valid Tennessee Teacher license is required.

Students pursuing an M.Ed. degree must be fully admitted to the program prior to the completion of their initial semester of coursework.

Application Procedures

All application materials are to be submitted to the College of Graduate Studies.

Applicant must

  1. submit an application with the appropriate application fee (online at www.mtsu.edu/graduate/apply.php);
  2. submit official transcripts of all previous college work;
  3. submit three letters of recommendation addressing the applicant's potential for completing the Master of Education degree in Curriculum and Instruction;
  4. submit official scores on the Graduate Record Examination (GRE) or Miller Analogies Test (MAT) or a copy of the teaching license.

Degree Requirements with Add-On Endorsement in ESL or Non-Licensure Option

The Master of Education in Curriculum and Instruction with a concentration in English as a Second Language requires completion of 33 semester hours. No more than 30 percent of the total degree hours may be dually listed as undergraduate/graduate hours.

Candidate must

  1. hold a bachelor's degree;
  2. hold an initial Tennessee teaching license. Non-licensure students must meet entry testing requirements for graduate studies (MAT or GRE score).
  3. successfully complete a written comprehensive examination during the semester of graduation (exam may be retaken once during a subsequent semester).

Curriculum: Curriculum and Instruction, English as a Second Language with Add-On Endorsement in ESL or Non-Licensure Option

 Candidate must complete 33 hours in the following course of study:

Core Courses (15 hours)

 

  • FOED 6610 - Analysis and Application of Educational Research

    3 credit hours

    Qualitative and quantitative research applicable to the field of education. Both producers and consumers of educational research with a literature review presented to support possible solutions to significant hypotheses or problems.

  • FOED 6620 - Action Research for Practitioner-Based Learning Environments

    3 credit hours

    Examination of action research processes as related and applied to practitioner-required and work-based settings. Design and implementation of an IRB-approved action research study related to a selected learning environment.

  • FOED 6860 - Education and Digital Youth: Language Learning in a Participatory Culture

    3 credit hours

    Examines the impact of digital media and the current school-aged population of English language learners. Emphasis on language learning and instruction using a variety of online media, developing multiple literacies, and designing appropriate language and content instruction using appropriate web tools.

  • SPSE 6430 - Introduction to Curriculum Development

    3 credit hours

    Opportunity to study, discuss, and evaluate modern practices and procedures in curriculum development and reorganization in schools and school systems.

Required Courses (18 hours)

 

  • SPSE 6800 - Language and Linguistics for ESL Teachers

    3 credit hours

    Prerequisite: Permission of department. Elements of structure of language in the context of second language learners in the PreK-12 classroom. Sound systems, cognitive processes, aspects of language and psychology of learning English as a second language when the learner is non-literate in the first language. Required for the add-on endorsement in ESL. Fieldwork required.

  • SPSE 6820 - Second Language Acquisition: Cultural Aspects, Theory, and Research for Teachers

    3 credit hours

    Focus on specific theories and research pertaining to second language acquisition for the PreK-12 classroom teacher. Emphasis on cultural aspects and applications appropriate for English as a Second Language students in today's linguistically diverse public school classrooms.

  • SPSE 6830 - Assessment and Evaluation of English Language Learners

    3 credit hours

    Examines the role of assessment in the education of linguistically diverse students in the PreK-12 classroom. Focus on formal and informal methods of assessing language proficiency, state and national testing initiatives, test preparation, and interpretation of test results. Fieldwork required.

  • SPSE 6712 - Fieldwork and Applied Research in ESL Learning Environments

    3 credit hours

    Prerequisites: Program admission and YOED 6020. A field-based course for English as a Second Language teachers. Application of fieldwork and case study research in an ESL classroom. Examines issues, professionalism, and challenges. Ten hours of fieldwork in an ESL learning environment required.

  • YOED 6020 - Literacy Instruction for ESL Learners

    3 credit hours

    Analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing literacy instruction for ESL learners in the classroom. Focus on research-based literacy methods and standards-based instruction for varying levels of English proficiency and newly-arriving immigrant students. Fieldwork required.

  • YOED 6030 - Content Instruction for English Language Learners

    3 credit hours

    Prerequisite: Permission of department. Focuses on analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing content-area instruction for ESL learners in the classroom. Focus on state and nationally adopted models and methods for integrated language and standards-based content instruction. Fieldwork required.

Degree Requirements for Initial Licensure in ESL

The Masters of Education in Curriculum and Instruction with a concentration in English as a Second Language (with initial license) requires completion of 33 semester hours and 9 hours of Directed Student Teaching. No more than 30 percent of the total degree hours may be dually listed as undergraduate/graduate hours.

Candidates must:

  1. hold a bachelor's degree;
  2. meet entry testing requirements for Graduate Studies (MAT or GRE score);
  3. meet requirements for admission to Teacher Education;
  4. successfully complete one semester of Directed Student Teaching;
  5. successfully complete a written comprehensive examination during the semester of graduation (exam may be retaken once during subsequent semester).

Curriculum: Curriculum and Instruction, English as a Second Language with Initial Licensure in ESL

Candidates must complete 42 hours in the following course of study:

Core Courses (15 hours)

 

  • FOED 6610 - Analysis and Application of Educational Research

    3 credit hours

    Qualitative and quantitative research applicable to the field of education. Both producers and consumers of educational research with a literature review presented to support possible solutions to significant hypotheses or problems.

  • FOED 6620 - Action Research for Practitioner-Based Learning Environments

    3 credit hours

    Examination of action research processes as related and applied to practitioner-required and work-based settings. Design and implementation of an IRB-approved action research study related to a selected learning environment.

  • FOED 6860 - Education and Digital Youth: Language Learning in a Participatory Culture

    3 credit hours

    Examines the impact of digital media and the current school-aged population of English language learners. Emphasis on language learning and instruction using a variety of online media, developing multiple literacies, and designing appropriate language and content instruction using appropriate web tools.

  • SPSE 6430 - Introduction to Curriculum Development

    3 credit hours

    Opportunity to study, discuss, and evaluate modern practices and procedures in curriculum development and reorganization in schools and school systems.

Required Courses (18 hours)

 

  • SPSE 6800 - Language and Linguistics for ESL Teachers

    3 credit hours

    Prerequisite: Permission of department. Elements of structure of language in the context of second language learners in the PreK-12 classroom. Sound systems, cognitive processes, aspects of language and psychology of learning English as a second language when the learner is non-literate in the first language. Required for the add-on endorsement in ESL. Fieldwork required.

  • SPSE 6820 - Second Language Acquisition: Cultural Aspects, Theory, and Research for Teachers

    3 credit hours

    Focus on specific theories and research pertaining to second language acquisition for the PreK-12 classroom teacher. Emphasis on cultural aspects and applications appropriate for English as a Second Language students in today's linguistically diverse public school classrooms.

  • SPSE 6830 - Assessment and Evaluation of English Language Learners

    3 credit hours

    Examines the role of assessment in the education of linguistically diverse students in the PreK-12 classroom. Focus on formal and informal methods of assessing language proficiency, state and national testing initiatives, test preparation, and interpretation of test results. Fieldwork required.

  • SPSE 6712 - Fieldwork and Applied Research in ESL Learning Environments

    3 credit hours

    Prerequisites: Program admission and YOED 6020. A field-based course for English as a Second Language teachers. Application of fieldwork and case study research in an ESL classroom. Examines issues, professionalism, and challenges. Ten hours of fieldwork in an ESL learning environment required.

  • YOED 6020 - Literacy Instruction for ESL Learners

    3 credit hours

    Analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing literacy instruction for ESL learners in the classroom. Focus on research-based literacy methods and standards-based instruction for varying levels of English proficiency and newly-arriving immigrant students. Fieldwork required.

  • YOED 6030 - Content Instruction for English Language Learners

    3 credit hours

    Prerequisite: Permission of department. Focuses on analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing content-area instruction for ESL learners in the classroom. Focus on state and nationally adopted models and methods for integrated language and standards-based content instruction. Fieldwork required.

Directed Student Teaching (9 hours)

 

English as a Second Language Add-On Endorsement (non-degree)

Candidates for the Add-On Endorsement (non-degree) program must:

  1. hold a bachelor's degree;
  2. hold an initial license for teaching in Tennessee.

Required Courses (18 hours)

Candidates must complete 18 hours in the following course of study. The licensure coursework may be transferred to the full degree program. Please check with current catalog for program changes and updates.

  • SPSE 6712 - Fieldwork and Applied Research in ESL Learning Environments

    3 credit hours

    Prerequisites: Program admission and YOED 6020. A field-based course for English as a Second Language teachers. Application of fieldwork and case study research in an ESL classroom. Examines issues, professionalism, and challenges. Ten hours of fieldwork in an ESL learning environment required.

  • SPSE 6800 - Language and Linguistics for ESL Teachers

    3 credit hours

    Prerequisite: Permission of department. Elements of structure of language in the context of second language learners in the PreK-12 classroom. Sound systems, cognitive processes, aspects of language and psychology of learning English as a second language when the learner is non-literate in the first language. Required for the add-on endorsement in ESL. Fieldwork required.

  • SPSE 6820 - Second Language Acquisition: Cultural Aspects, Theory, and Research for Teachers

    3 credit hours

    Focus on specific theories and research pertaining to second language acquisition for the PreK-12 classroom teacher. Emphasis on cultural aspects and applications appropriate for English as a Second Language students in today's linguistically diverse public school classrooms.

  • SPSE 6830 - Assessment and Evaluation of English Language Learners

    3 credit hours

    Examines the role of assessment in the education of linguistically diverse students in the PreK-12 classroom. Focus on formal and informal methods of assessing language proficiency, state and national testing initiatives, test preparation, and interpretation of test results. Fieldwork required.

  • YOED 6020 - Literacy Instruction for ESL Learners

    3 credit hours

    Analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing literacy instruction for ESL learners in the classroom. Focus on research-based literacy methods and standards-based instruction for varying levels of English proficiency and newly-arriving immigrant students. Fieldwork required.

  • YOED 6030 - Content Instruction for English Language Learners

    3 credit hours

    Prerequisite: Permission of department. Focuses on analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing content-area instruction for ESL learners in the classroom. Focus on state and nationally adopted models and methods for integrated language and standards-based content instruction. Fieldwork required.

Program Notes

Students taking courses for licensure renewal, add-on endorsements, or "plus 30" upgrade on teacher licensure should register as non-degree-seeking students, Students enrolling in 6000-level courses must hold a bachelor's degree, and students enrolling in 7000-level courses must hold a master's degree. Non-degree-seeking students cannot register for 7000-level courses without departmental permission.

Candidates must:

  1. file a degree plan in the College of Graduate Studies prior to entry into the program;
  2. file a Notice of Intent to Graduate form in the College of Graduate Studies within the first two weeks of the semester in which the student intends to graduate.

 

Contact and Student Information

Dr. Dorothy Valcarcel Craig
615-898-2332
Dorothy.craig@mtsu.edu
Dr. Dorothy Valcarcel Craig
615-898-2332
Dorothy.craig@mtsu.edu

Womack Educational Leadership

College of Graduate Studies

Department of Educational Leadership
Middle Tennessee State University
MTSU Box 91
Murfreesboro, TN 37132 

College of Graduate Studies
Middle Tennessee State University
MTSU Box 42
1301 East Main Street
Murfreesboro, TN 37132

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