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Department of English Master of Arts in English

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Master of Arts in TESOL and Graduate Certificate Program


Teaching English to Speakers of Other Languages (TESOL) opens exciting doors to the world of English and the community of international language teachers. The TESOL master's and one-year graduate certificate programs at University of Indianapolis prepare you for employment as an English as a Second Language teacher in adult settings in the U.S., as a teaching aide in K-12 schools, or for a global teaching career in a variety of settings, with learners of all ages. Students holding a bachelor's degree in any field, with a demonstrated interest in English teaching, are welcome to apply.

Curriculum 

The master's and graduate certificate programs in TESOL combine theoretical and practical applications related to various aspects of language education. Courses explore the following topics:

  • Key concepts, issues and methods of teaching English
  • Encompassing approaches to language teaching
  • Research in second-language acquisition
  • Learner characteristics
  • Sociolinguistics
  • Pragmatics
  • Testing and assessment
  • The four skills of reading, writing, speaking and listening. 
  • Political issues, including immigration and laws for language education
  • Dialects and accents
  • The relationship between culture and language
  • Native and nonnative English-speaking teachers.

The TESOL programs take an inquiry-based approach toward learning and instruction, offering opportunities for individual focus and reflection, plus discussion with current practitioners and guest speakers.

Format

Courses will typically be offered in the evening, in a combination of face-to-face and hybrid formats.

Why study TESOL at UIndy?

  • UIndy's classes offer a small student-to-faculty ratio, which means you get close mentorship from faculty members who know your interests well. 
  • UIndy maintains overseas partnerships in China and Taiwan, affording opportunities for you to complete your teaching practicum/internship abroad.

Program requirements & course descriptions

Graduate TESOL Certificate

The graduate TESOL certificate program requires 21 credit hours (3 credit hours per class).

An introduction to the structural and social aspects of human language. Topics essential to prospective teachers are first and second language acquisition, usage, dialects, phonology, and syntax.

This course serves as an introduction to approaches, methods and techniques in teaching English to speakers of other languages (and second languages in general), covering both theoretical material and practical applications of theory to language teaching.

This course addresses topics, issues and methods related to assessing English language proficiency in English as a Second Language (ESL) and English as a Foreign Language (EFL) classroom, both in the U.S. and in international contexts. It explores standardized language proficiency tests, as well as informal and alternative methods of English language learner (ELL) assessment.

This course addresses the selection and development of second language instructional materials. The course will include theoretical considerations and practical applications such as evaluating and adapting instructional materials. The goal of the course is to provide students with opportunities to examine and develop instructional materials for a variety of second and foreign language classrooms, as well as to use authentic instructional materials for communicative purposes.

This course focuses on the teaching of grammar as it may be applied to a variety of ESL/EFL contexts. Thus, it is not a grammar course as such, because the emphasis of the course is on ways of teaching grammar rather than on acquiring or mastering knowledge of grammar itself (although the development of students' own English grammar knowledge will be a peripheral outcome of the course).

This course introduces students to the field of Second Language Acquisition (SLA), which focuses on how humans learn subsequent languages after they have acquired a first language. It explores the variables associated with outcomes in second language learning, as well as what it means to acquire competency in the four skills (reading, writing, speaking, listening) in a language other than one's first.

This course functions as a forum to pair in in-school field placement in a U.S.-based P-12 English as a Second Language (ESL) classroom or community ESL–related service, with the learning of successful educational practices and models in contemporary ESL/EFL education. Through in-class discussions and tasks, coupled with the field placement, the course creates a significant opportunity for students to reflect on and make connections between the knowledge and skills they have acquired during various components of the TESOL program, as well as the course content.

Master's Degree in TESOL

The TESOL master's degree program requires 36 hours of coursework or 30 hours plus a 6-hour thesis sequence. Each class is 3 credit hours, except for the thesis.

An introduction to the structural and social aspects of human language. Topics essential to prospective teachers are first and second language acquisition, usage, dialects, phonology, and syntax.

This course serves as an introduction to approaches, methods and techniques in teaching English to speakers of other languages (and second languages in general), covering both theoretical material and practical applications of theory to language teaching.

This course addresses topics, issues and methods related to assessing English language proficiency in English as a Second Language (ESL) and English as a Foreign Language (EFL) classroom, both in the U.S. and in international contexts. It explores standardized language proficiency tests, as well as informal and alternative methods of English language learner (ELL) assessment.

This course addresses the selection and development of second language instructional materials. The course will include theoretical considerations and practical applications such as evaluating and adapting instructional materials. The goal of the course is to provide students with opportunities to examine and develop instructional materials for a variety of second and foreign language classrooms, as well as to use authentic instructional materials for communicative purposes.

This course focuses on the teaching of grammar as it may be applied to a variety of ESL/EFL contexts. Thus, it is not a grammar course as such, because the emphasis of the course is on ways of teaching grammar rather than on acquiring or mastering knowledge of grammar itself (although the development of students' own English grammar knowledge will be a peripheral outcome of the course).

This course introduces students to the field of Second Language Acquisition (SLA), which focuses on how humans learn subsequent languages after they have acquired a first language. It explores the variables associated with outcomes in second language learning, as well as what it means to acquire competency in the four skills (reading, writing, speaking, listening) in a language other than one's first.

This course functions as a forum to pair in in-school field placement in a U.S.-based P-12 English as a Second Language (ESL) classroom or community ESL-related service, with the learning of successful educational practices and models in contemporary ESL/EFL education. Through in-class discussions and tasks, coupled with the field placement, the course creates a significant opportunity for students to reflect on and make connections between the knowledge and skills they have acquired during various components of the TESOL program, as well as the course content.

The course introduces basic concepts and issues in sociolinguistics as they relate to TESOL, including multilingualism, language in society, language identity, dialects, language and education, and language rights.

This course explores basic issues of psycholinguistics including speech perception and word recognition (spoken and visual), reading and language acquisition, and language development. The course also examines second and foreign language learning from a psycholinguistic perspective.

A one-hour course in which the thesis director and student put together a proposal for the research and writing of the thesis.

A five-hour course of credit for the thesis.

Electives:

This course discusses works of authors of colonized nations as a literary tradition. Particular attention will be paid to the ways in which postcolonial authors from different time periods and cultures present their perspectives on colonialism and postcolonialism. 

Survey of the history of the English language that concentrates on 1) the external influences on the development of English, 2) the internal changes in the language (semantics, grammar, phonology), and 3) related linguistic issues such as dialects. The course objective is to put the history of the language in a social and philosophical context and to help students read English language texts of any period. 

*Other courses by approval.

Faculty

  • Karen Newman, PhD in Language Education, Indiana University-Bloomington
  • Miriam Olver, PhD in Rhetoric and Composition, Purdue University
  • Fei Fei, PhD in Second Language Studies, Michigan State University
  • Carrie Kilfoil, PhD, Rhetoric & Composition, University of Louisville
  • Molly Martin, PhD, Medieval Literature, Purdue University

Tuition

Tuition for 2017-18 is $508/credit hour. Get information about financial aid for graduate students ►

When can I start?

The TESOL master's and certificate programs will begin in Summer 2015. Courses will be offered year-round. Candidates who meet all admission requirements and are accepted may begin the program during the fall, spring or summer semester. The deadline for completed applications for Semester I (Fall 2015) is July 15. For Semester II (Spring 2016) admission, the deadline to apply is November 1. Priority consideration will be given to applications submitted by these dates; however, applications submitted after the deadline and will be considered for available openings in the program.