Teaching English to Speakers of Other Languages M.S. (TESOL)

Program Rationale:

The Master of Science degree in Teaching English to Speakers of Other Languages (TESOL) is a plan of study especially designed for those students with an interest in language and linguistics who wish to work with non-English speaking students here or abroad.

The TESOL program prepares teachers to use modern methods to meet the varying instructional needs of students of English as a second language or foreign language while encouraging such students to maintain their native languages and cultural competencies. Students receive a thorough grounding in practical skills and methods of language teaching to develop communicative competence and appropriate academic skills in English and to become professionally competent on issues involving the nature of language and language acquisition and the role of language in society.

Program Learning Outcomes:

Graduates of the program will be able to:

1. Analyze and interpret linguistic phenomena using current linguistic theory (what language is), including:
   1. Use theories of syntax to gain substantial insights into the grammatical structure of sentences and related utterances in English and other languages
   2. Use theories of phonology to gain substantial insights into the sound systems that underlie the articulation and comprehension of English and other languages
   3. Use sociolinguistic theory to gain substantial insights into the variation, use, status, and interactive norms of English and other languages
   4. Apply the skills outlined in a-c to facilitate lessons and curricula in TESOL, including modifications based on each student’s first language(s), current English proficiency, and general educational and cultural background
2. Analyze and interpret linguistic phenomena using current theories of second language acquisition (how language is learned), including:
   1. Use theories of second language acquisition (SLA) to gain substantial insights into the stages and processes of language development in learners of all ages and backgrounds
   2. Apply SLA theory to facilitate lessons and curricula in TESOL, including modifications based on each student’s background, current proficiency, learning styles, and educational goals
3. Design, implement, and assess lessons and curricula in TESOL using current methods and best practices in the profession (how language is taught), including:
   1. Evaluate a wide range of teaching methods and strategies and integrate them into lessons and curricula in a way that optimizes learning
   2. Design lesson plans and broader curricular units based on institutional, governmental, or professional standards that connect learner needs to a variety of classroom activities
   3. Implement lessons that are informed by immediate learner needs and that create opportunities for learners to construct knowledge in a supportive, interactive environment
   4. Integrate the four language skills of listening, speaking, reading, and writing with a wide range of content knowledge in motivating lessons
   5. Use a wide range of authentic and sheltered materials in lessons to address language and content objectives for a variety of learners
   6. Use assessment tools, collaboration with colleagues, professional development opportunities, and institutional resources to improve student learning, augment teaching repertoires, and advocate for learners

Admission Requirements:

To qualify for the Master of Science degree program in TESOL, an applicant must have completed three credits of study in a second language (non-native speakers of English may use English to satisfy this requirement). An applicant must have a GPA of 3.00 on a four-point scale both in overall undergraduate and (if applicable) graduate course work. An applicant who does not meet all of the requirements satisfactorily may be admitted conditionally at the discretion of the department, with a cumulative GPA between 2.40 and 2.99.

Applicants must submit the following to the Graduate Admissions Office:

• Graduate Application Form;
• Official undergraduate and (if applicable) graduate transcripts from every institution attended except CCSU; and
• Application fee.

To the English Department (Attn. TESOL Coordinator), at the same time that application materials are submitted to the Graduate Recruitment and Admissions Office:

• Letter of application detailing reasons for wishing to pursue graduate study in TESOL and career plans and goals in TESOL
• Two letters of recommendation from individuals familiar with the applicant's academic or professional work

No applications will be considered until all materials have been received. Applications will be evaluated by the department on an ongoing basis.

Before degree candidates register for course work they should read the program brochure and consult with their assigned advisors at the start of their programs. Additional information may be obtained from the advisor and in this catalog under General Information.

All planned programs and course sequences should be approved by a TESOL advisor prior to registration. Degree candidates must file a planned program before completing 16 credits of graduate course work.

Students may elect Plan A only with the approval of an advisor and second reader in the program. Plan A students take LING 599 Thesis while writing the thesis. The Graduate Studies Office provides a useful Handbook about Thesis preparation and format.

Plan B students take one general elective course. General electives are graduate course offerings as approved by the student's advisor, in most cases an additional elective in TESOL. Comprehensive Exams involve five questions, all of which a student must pass. If only one question is failed, then only that question is retaken. If more than one is failed, the entire exam must be retaken. The exam is offered only twice per year and can be attempted only three times.

It is expected that a degree candidate will have control of the English language beyond mere communicative adequacy. It shall be the joint decision of the TESOL faculty whether a degree candidate's control of spoken and/or written English is appropriate to the profession. The faculty will recommend various remedies for any candidate whose control of English is deemed deficient.