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C o l l e g e

o f

E d u c a t i o n

M as t er of Ar ts in

TESOL

A program that prepares you to Be the type of educator

both students and teachers can turn to for guidance. www.eton-university.us


Program Overview About

Program Vision

Program Outcomes

Program Mission

Educational Objectives

Eligibility &Admission Requirements: Graduate students receive:

Credit Transfer Degree Plan

Program Outline and Core Course Descriptions Student Assessment

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www.eton-university.us


About This Master degree program is designed for educators who wish to achieve an advanced level qualification in the theory and methodology of Teaching English to Speakers of Other Language. It also prepares educators to work effectively with English speakers of other languages and provide leadership in curriculum and instruction in schools. The program focuses on instructional methods and materials for teaching language and content; the importance of culture in addressing learning needs; testing and evaluation; and developing standards-driven curriculum to use with speakers of other languages.

Program Vision The TESOL MA program at Eton University endeavors to prepare educators to be both informed practitioners and effective researchers by providing a pedagogically and theoretically sound knowledge base and by encouraging respect for differences in language, culture, belief systems, and values.

Program Mission The TESOL Program prepares teachers for a variety of classroom situations in English as a Second Language (ESL), English as a Foreign Language (EFL), and English for Specific Purposes (ESP) settings, in elementary through adult instructional contexts. It is committed to providing a broad knowledge base in the essential pedagogical areas like: linguistics, second language acquisition processes, current theories and methods of second language teaching, testing and evaluation, research design and statistics, and curriculum and materials design. Faculty and students accomplish this mission through collaborative efforts, locally, nationally, and internationally and through excellence in teaching, research, and professional service. The TESOL Program also provides educators with a research knowledge base that aids them in becoming effective consumers of research and prepares those who are interested to pursue advanced training in Applied Linguistics.

Program Outcomes The TESOL MA program is a professional degree designed for those who wish to work with learners of English. The educational objective is to prepare teachers of ESOL (English for Speakers of Other Languages) for work overseas. The successful student will have theoretical and practical knowledge about those factors that constitute a sound ESOL program, for example, second language acquisition, classroom management, teachers’ evaluation and curriculum design. Graduates develop the knowledge and skills to work with non-native speakers of English and help them develop social and academic language skills.

www.collegeofeducation.us

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Educational Objectives Upon completion of the MA in

TESOL program, students will be able to:

1. Demonstrate a thorough grasp of the main phonological, lexical, syntactical and other aspects of modern communicative English, with particular reference to their role in communication. 2. Demonstrate a thorough grasp of the English language and its origins. 3. Predict with reasonable accuracy the learning needs of any group of ESOL, ESL, or ESP learners and conduct a needs analysis in the light of observation and testing. 4. Write instructional objectives and prepare appropriate lesson plans. 5. Discuss intelligently an extensive repertoire of lesson forms. 6. Monitor his or her own effectiveness as a TESOL and/or TEFL and reflect on his/her performance objectively. 7. Show a full understanding of the first and second language acquisition theories, their stages and their influence on current methodologies, and an ability to integrate these theories into classroom practice. 8. Evaluate authentic and pedagogical materials critically. 9. Understand the importance of evaluation; the role of errors; scales of attainment; and types of assessment.

Eligibility &Admission Requirements:

Candidates

must have:

1. A bachelor degree from an accredited college/university or a comparable degree. 2. The equivalent of one years’ full-time teaching experience. 3. completed a TESOL/TEFL certificate level course (or equivalent) 4. Nonnative speakers of English must have a TOEFL score of 600 (IBT 100) or an IELTS overall score of 6.5 with 6.0 on listening and reading and no sub-score below 6.0 or equivalent. A full year of studies in a British or American based institution. 5. Please scan your qualifications and e-mail them to us at: education@eton-university.us

If you are unsure of your eligibility,

please contact us: education@eton-university.us

Credit Transfer

IMPORTANT ADDITIONAL INFORMATION FOR

Candidates:

1. Participants may transfer up to 15 credits from other institutions. 2. Participants must provide proof of any awarded course-credits to be transferred into Master of Arts in TEFL and must meet admission requirements in full as outlined above. 3. Students who transfer 15 credits or less must select other courses to complete 36 credits.

Graduate students receive: 1. Letter of Graduation 2. Master Degree Certificate 3. Course Transcript 4. Alumni Card 3

www.eton-university.us


Degree Plan The program includes course study and course capstone, for a total of 36 credits. 1. The course study constitutes 11 courses (30 credits): a. 8 required core courses (24 credits); and b. 2 elective courses (6 credits). 2. Course capstone “A 20,000 word dissertation” 6 credits

Course Structure Courses apply directly to the demands placed on school leaders and provide the tools necessary to empower meaningful improvements in their schools. Coursework includes nine core courses, including Second Language Teaching and Learning, Second Language Acquisition, Teaching methods and Curriculum Design (with emphasis on Multicultural Classrooms). In addition, there are six ESL Courses including Research Methods in Language Learning, Phonology and Grammar for Teacher of English to Speakers of Other Languages.

Coursework Core Courses: There are 8 required courses (24 credits) in Education, Linguistics and TESOL. • EDU 550 Second Language Teaching and Learning • EDU 530 Grammar for Language Teachers • EDU 540 Phonology for Language Teachers • EDU 510 Second Language Acquisition • EDU 520 Classroom Management and Observation • EDU 590 Introduction to Second Language Curriculum Development* • EDU 500 Second Language Classroom Research* • EDU 560 Classroom-based Evaluation Elective Courses: There are 2 elective courses (6 credits), to be selected in consultation with the graduate advisor. Examples include the following, but others may be taken, too. (Please consult your M.A. Advisor before selecting electives): • EDU 580 TESOL Reading & Composition • EDU 570 Linguistic Analysis • EDU 600 Teaching and Observation • EDU 610 Applied Linguistics • EDU 620 Error Analysis • EDU 630 Language assessment and testing Course capstone A 20,000 word dissertation” 6 credits; to finish you degree, a student would need to conduct an original research. There are many kinds of activities that would be appropriate for a thesis or a project report, including teaching materials, videotapes, and computer programs • ED 640 Thesis

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Program Outline and Core Course Descriptions A brief summary of each major area is presented EDU 550

below.

Second Language Teaching and Learning

There have been major changes to the theory and practice of second language teaching and learning. These changes have been driven by changes in educational theory, changes in the way we think about language and learning, and the development of an active research agenda which has provided important insights and ideas for classroom practitioners. The purpose of this introductory course is to provide an overview of the field of second language teaching and learning, to identify major trends and issues, and to show where they have come from, to illustrate, in practical ways, how these emerging ideas can be incorporated into the students’ own teaching practice, and to provide students with the basic skills and knowledge that will enable them to benefit fully from the rest of the course.

EDU 530

Grammar for Language Teachers

This course introduces students to key grammatical terms and concepts, as well as to techniques and procedures for describing and analyzing texts from a grammatical perspective. It also introduces practical techniques for teaching grammar. The focus of the course will be on techniques for teaching grammar from a functional perspective. This approach shows language learners how to use the grammar that they are learning to communicate effectively. Students will be involved in collecting samples of spoken and written discourse, and using these to develop classroom exercises.

EDU 540

Phonology for Language Teachers

This course introduces students to key aspects of spoken English in terms of its pronunciation. It covers the nature of English pronunciation, how sounds are made, and principles of transcription, the relationship between pronunciation and spelling, stress, rhythm and intonation, and the teaching of pronunciation.

EDU 510

Second Language Acquisition

This is an introductory course in second language acquisition. Topics covered in the course include the scope of SLA research, the history and development of SLA research, interlanguage development, the linguistic environment for SLA, learner variables, instructed second language acquisition, and applications of SLA to pedagogy.

EDU 560

Classroom-based Evaluation

The aim of this course is to introduce students to classroom-based evaluation. This is a critically important area for all those involved in curriculum development, program management, and, in fact, any area of educational leadership. The overall goal of the courses is to give students the skills in the design and evaluation of a program of the student’s choice. 5

www.eton-university.us


EDU 520

Classroom Management and Observation

This course focuses on central issues and concerns relating to the effective management of teaching and learning processes in second and foreign language classrooms. In this course management does not mean the creation of budgets and the creation of time lines, but the creation of a positive pedagogical environment which facilitates learning. The focus of the course is on the professional decisions that teachers must make in order to ensure that learning takes place effectively. Content will include lesson planning; teacher talk, including the effective use of questions, the provision of explanations and the use of feedback; classroom dynamics; instructional groups, small group work, dealing with large classes, one-to-one teaching, and learner-teacher roles; affective issues in the language classroom; and classroom monitoring and evaluation.

EDU 500

Second Language Classroom Research

This course is intended as an accessible introduction to the field of second language classroom research. It covers both methodological and substantive issues. At the end of the course, you should have a good idea of the questions and issues that have been investigated in language classroom, and how they have been investigated. You should also have developed practical skills for investigating your own classrooms.

EDU 590

Introduction to Second Language Curriculum Development

The purpose of this course is to provide teachers with tools and techniques for analyzing, modifying and developing courses for language teaching. Students will look at issues to do with selecting and grading content, selecting, sequencing and integrating learning tasks and activities, and selecting assessment tools and techniques. Students taking part in this course must attend a four- day residential session in addition to attending eight online classes.

EDU 640

Thesis

The thesis culminates the degree. It provides students with an opportunity to identify an issue or problem arising out of their prior coursework or their own professional experience. They then design and carry out an original piece of empirical research, and present the results in a substantial piece of writing.

Student Assessment Students are graded on their submitted assignments, and must demonstrate an understanding of the assigned readings. Students in the Master’s degree programs must also successfully complete a series of quizzes and tasks. The modular format of the course obviates the need for a final test as the course is graded on an ongoing basis. www.collegeofeducation.us

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Eton university Address: 1461 First Avenue, # 360 New York, NY 10075-2201, USA Phone: +1 (347) 433 6919 Fax: +1 (347) 438 321

Eton_Master of Arts in TESOL 2011  

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