The master of arts in teaching English as a second language (MA in TESL) at Webster University is designed for individuals who seek to develop the English skills of non-native speakers living either overseas or in the United States. The program allows candidates to develop a solid theoretical background in critical aspects such as culture, language structure, first and second language acquisition theory, curriculum and materials development, teaching methodology, assessment and research, while preparing them to become effective language teachers.

The MA in TESL offers two tracks:

• Adult Education Emphasis – designed to meet the needs of future educators of adults. In this case, prior teaching experience is not required;
• K-12 English Language Learner (ELL) Education Emphasis – designed to meet the needs of existing content area educators interested in expanding their knowledge of teaching ELLs. In this case, a certificate of license to teach is required.

As part of the MA in TESL – the K-12 ELL Education Emphasis, we offer the Missouri ESOL Certification, an optional 21 credit-hour program issued through Missouri’s Department of Elementary and Secondary Education (DESE). The certification is designed for preK-12 teachers faced with non-English speakers in regular, bilingual or English Language Learner (ELL) U.S. classrooms. A valid Missouri permanent or professional certificate of license to teach (participants in the TESL program at Webster may be working toward the initial certificate, but will not receive the ESOL Certificate until the basic certificate is awarded) and two credit hours (which may be undergraduate credit) of Psychology and/or Education of the Exceptional Student and Teaching Reading in Content Fields are required in order to obtain the Certification.

A Teaching English as a Foreign Language (TEFL) certificate* may also be issued alone or in conjunction with the MA in TESL degree – the Adult Education Emphasis. This program is designed for students interested to teach overseas in both adult and k-12 settings. Students seeking this graduate certificate must have earned a recognized baccalaureate degree and meet the admission and acceptance criteria, as outlined in the graduate program’s Academic Policies and Procedures. Stu-dents may receive the Webster University TEFL certificate by completing a minimum of 21 credit hours.**

*All students pursuing the Missouri ESOL Certification or the Webster TEFL Certificate will be considered degree-seeking students and will have the option to pursue one of the MA TESL tracks within 5 years from the start of their TESL coursework

See also:

• Missouri ESOL Certification
• Teaching English as a Foreign Language (Certificate)

**Students cannot pursue both the Missouri ESOL Certification and Webster TEFL Certificate within the same MA program.

Program Goals –The following program goals are built on a conceptual framework of knowledge, implementation and reflection.

Candidates will demonstrate knowledge of:

• the English language system, its components (i.e. phonology, morphology, syntax, semantics, etc) and issues of linguistic variation (i.e. dialects, discourse, slang, humor, etc)
• the major theories, key concepts and research in first and second language acquisition (SLA)
• modern and traditional teaching approaches, as well as the legal processes and policies that have influenced the English as a Second Language field
• multicultural aspects and personal variables (i.e. background experiences, values, beliefs, gender) that affect the process of language acquisition and cultural integration
• effective learning and communications strategies
• curriculum design and appropriate materials/textbooks
• current and historical aspects of assessment design and implementation, as well as their implication for various stakeholders

Candidates will practice in their classroom:

• various standards-based instructional strategies to support effective educational practices that value individual and cultural differences
• standards-based curriculum designed on modern teaching theories and meaningful, authentic content and language materials (i.e. experiences that model social and academic contexts by integrating all language skills – listening, speaking, reading and writing)
• multiple culturally-informed, valid, reliable, authentic, pragmatic and non-biased assessment techniques that measure learning progress and teacher/program/content effectiveness
• technology-centered activities that promote content and language learning, following a constructivist model that allows ample language input and practice

Candidates will reflect on:

• the roles educators take in collaboration with colleagues, school administrators, paraprofessionals, parents and community members to advocate for the needs of their community of learners and their direct access to resources
• personal growth through on-going participation in personal development activities
• effectiveness of instructional and assessment approaches in the classroom with the view of achieving equitable education for their ELL students
• curriculum appropriateness in compliance with national and regional standards, as well as program expectations and student diverse needs, preparedness, resources and ability
• the need to support and encourage ESOL students and families in their journey of social, cultural and linguistic accommodation

33 credit hours

Required Courses ( 24 credit hours)

• TESL 5230 Second Language Acquisition * 3 hours
• TESL 5350 Intercultural Communications * 3 hours
• TESL 5030 Historical Linguistics *    3 hours
• TESL 5220 Curriculum Development in Second Language Classrooms* 3 hours
• TESL 5311 Principles and Practices of Language Testing * 3 hours
• TESL 5139 English for Speakers of Other Languages (ESOL) Methods * 3 hours
• COMM 5270 Visual Communications
  or COMM 5530 Technology and Teaching 3 hours
• TESL 5040 Practicum in ESOL*  3 hours

*Course contains a key assessment for data collection purposes.

Electives (9 credit hours)

• COMM 5199 Teaching Writing
  or COMM 5280 Written Communication 3 hours
• COMM 5440 Integrated Language Arts  3 hours
• COMM 5340Language Arts Seminar: Teaching Language and Language Issues  3 hours
• COMM 5290 Interpersonal Communication 3 hours
• COMM 5750 Special Institute: Grammar for ESL/EFL Teachers 3 hours
• COMM 5820 Foundations in Reading Instruction 3 hours
• EPSY 5490 Seminar in Immigrant and Refugee Experiences 3 hours
• EPSY 5510 Psychosocial Aspects of Migration 3 hours
• SPED 5030 Students with Mild/Moderate Disabilities 3 hours
• SPED 5318 Global Issues in Special Education 3 hours
• SPED 5480 Learning and Behavior Problems in the Classroom  3 hours
• SPED 5414 Children and Youth with Learning and Academic Disorders 3 hours
• EDTC 5630 Advanced Topics in Classroom Technologies 3 hours

33 credit hours

Required Courses ( 24 credit hours)

• TESL 5230 Second Language Acquisition  3 hours
• TESL 5350 Intercultural Communications  3 hours
• TESL 5030 Historical Linguistics     3 hours
• TESL 5311 Principles and Practices of Language Testing  3 hours
• TESL 5139 English for Speakers of Other Languages (ESOL) Methods  3 hours
• COMM 5050 Community College Reading ABE/ESOL 3 hours
• COMM 5750 Special Institute: Grammar for ESL/EFL Teachers 3 hours
• TESL 5040 Practicum in ESL
  (taken at the end of the program) 3 hours

Electives (9 credit hours)

• COMM 5199 Teaching Writing or COMM 5280 Written Communication 3 hours
• COMM 5440 Integrated Language Arts  3 hours
• COMM 5340 Language Arts Seminars: Teaching Language and Language Issues  3 hours
• COMM 5290 Interpersonal Communication 3 hours
• COMM 5270 Visual Communications
  or COMM 5530 Technology and Teaching 3 hours
• COMM 5750 Special Institute: Teaching Pronunciation
• TESL 5220 Curriculum Development in Second Language Classrooms  3 hours
• SPED 5030 Students with Mild/Moderate Disabilities 3 hours
• SPED 5318 Global Issues in Special Education 3 hours
• SPED 5330 Legal Issues in Special Education 3 hours
• EPSY 5510 Psychosocial Aspects of Migration 3 hours
• EPSY 5490 Seminar in Immigrant and Refugee Experiences 3 hours
• EDTC 5630 Advanced Topics in Classroom Technologies 3 hours

COMM 5050 Community College Reading/ABE/ESOL (3)

The focus is on teaching in literacy programs or community college courses designed to improve the reading skills of adults. Strategies range from teaching the adult learner to decode to facilitating growth in higher levels of comprehension and critical thinking. The emphasis will be on needs of adult learners who may have had limited encounters with reading text for information and entertainment. Course prepares instructors to work with groups in ESL/EFL reading-writing classes and tutorial sessions in colleges, universities, and community programs.

COMM 5199 Teaching Writing (3)

Students will study current theories and practices of teaching writing as well as review the history of rhetoric. Based on contemporary theory and classroom realities, students will practice designing writing assignments, organizing courses and activities for writing, and assessing writing. They will also experience the actual process of composing by designing a writing process project.

COMM 5270 Visual Communication (2-3)

Students learn methods by which various types of information can be interpreted and presented visually. Because today's students can "read'' visual messages, just as they read written messages, educators must master the elements, structure, and tools provided to develop visual materials. Creation of video activities for the classroom and mastering basic video production techniques are emphasized.

COMM 5280 Written Communication (2-3)

Students experience writing as a process of discovery as they improve their writing skills. Exercises designed to focus on various purposes, occasions, and audiences help writers examine clarity, organization, style, and word precision.

COMM 5340 Language Arts Seminars (3)

Students become involved in a wide variety of activities designed to enhance the teaching of language arts in their classrooms. The courses listed under this course number are representatives of the workshop topics; other workshop topics are included in different semesters.

• Advanced Storytelling Across the Curriculum (3)
  Storytelling is a way of using drama in the classroom through literature, creative movement, music, sound, and improvisation to develop interdisciplinary thematic units. Experiences are designed especially for teachers of pre-kindergarten through high school. Prerequisite: Storytelling Across the Curriculum or equivalent.
• Creative Expression (3)
  Participants explore a variety of art forms, including mime, mask, visual arts, improvisation, creative drama, movement, music, storytelling, writing, and poetry. Several art forms are blended for multimedia presentations.
• Developing Language Skills through Puppetry (3)
  In this course students have a chance to explore many methods of using puppetry in the classroom. With the assistance of skilled resource people, students become actively involved in the creative process of puppet making, puppet manipulation, and curriculum planning and presentation.
• Extending Literature through the Arts (3)
  Students explore oral interpretation, reader’s theatre, story theatre, creative drama (improvisation, storytelling, movement, music), writing, and film/video as they discover ways to bring literature for young people to life. Participants incorporate interdisciplinary, thematic approaches to literature to enrich curriculum K-12.
• Media Literacy (2-3)
  What messages are being conveyed through the channels of mass communication? How do these messages affect our behavior? Media literacy has emerged as an established field of study within the international academic community. This course prepares students to become discerning and selective consumers of media and explores exciting ways of discussing media in the K-12 classroom.
• Oral Interpretation of Literature (3)
  Through exploration and preparation of selections for oral presentation, students experience sensory and intellectual responses to literature. Lab sessions, group readings, and individual performances aim to develop the understanding and skills to communicate literature orally.
• Storytelling Across the Curriculum (3)
  This course enables students to polish their storytelling skills as they develop a repertoire of material from a variety of genres: personal and original stories, folk fairy tales, literary tales, myths, and sagas. This course focuses on storytelling as performance art, often using movement, music, mime, puppets, story theatre, visual arts, and other media. Students also explore and document uses of storytelling as a motivational classroom teaching tool and design interdisciplinary thematic storytelling units.
• Teaching Language and Language Issues (3)
  This course presents some of the various divisions in the field of linguistics from phonology and grammar to doublespeak, including speech theory and oral performance. Films, readings, and oral presentations will be the academic foundations for the study of linguistics in this class. Students will also create instructional activities that are designed to make their students more aware and proficient in the use of language.
• Teaching the Language Arts with Computers (2)
  Students learn methods of using computers to support instruction in the development of reading, writing, speaking, listening, and observation skills. Participants discuss small group, whole class, and individualized applications.
• Technology and Thinking Skills (2-3)
  This is a course on developing students’ thinking skills using new video and computer technologies. These technologies include interactive video, expert systems, and software, with emphasis on equipment and software available in most schools. Concepts and strategies for using these technologies in developing critical and creative thinking are examined. Previous experience with the technologies is not necessary.
• Workshop in Drama (2)
  Participants are actively involved throughout the three major phases of the course: (1) pre-drama activities that expand sensory and body awareness, concentration, imagination, and nonverbal communication; (2) informal, spontaneous drama; and (3) the use of drama as response to literature.
• Writing and Composition Instruction Using Computers (2)
  Students in this course examine methods for applying word processors and other computer programs to support writing and composition instruction. Students discuss organizing instruction in laboratory or classroom settings.
• Writing for Teachers and Young Readers (2)
  This class for teachers interested in writing for children focuses on how autobiographical material and life experiences can be transformed into fiction and nonfiction. The course combines lectures, hands-on experience with writing activities, and group discussion. The course focuses on material for middle grade and young adult readers. Tools and strategies for encouraging creative writing and inspiration in the classroom are provided.

COMM 5750 Special Institute (2-3)

Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the communications arts program. Detailed current information appears in the specific semester course offerings. May be repeated for credit if content differs.

COMM 5820 Foundations in Reading Instruction (2-3)

The focus is on reading methods and specific techniques appropriate for emergent readers and developmental readers in elementary grades. A review of best practices in reading instruction, based on both current research and practice, informs graduate students so they can provide instruction for diverse learners at all levels. This course offers a solid background in reading instruction for students who have not had prior coursework in reading.

EPSY 5490 Seminars in Immigrant and Refugee Studies (3)

Seminars in Immigrant and Refugee Experiences are designed to focus on contemporary research and application. May be repeated for credit if content differs.

EPSY 5510 Psychosocial Aspects of Migration (3)

This course examines the psychosocial aspects of migration. Students learn to identify the needs of immigrant and refugee children and families, and how to help these families adapt to living in new environments.

SPED 5030 Students with Mild/Moderate Disabilities (3)

This course focuses on the identification and characteristics of students with mild/moderate disabilities, including learning disabilities, mental retardation, emotional and behavioral disorders, physical disorders, and other heath impairments. Prerequisite: SPED 5860.

SPED 5318 Global Issues in Special Education (2-3)

This required course will introduce students to current issues in special education on a global level. Students select and explore a current issue in special education, based on a focused review of published literature. Examples of issues may include: inclusion, discipline, identification and classification, national assessments, curriculum standards. International perspectives to the selected issue are researched using published literature and reports, electronic contacts and the Internet. Students are expected to culminate their coursework by developing a reflective plan for further specialization in their graduate studies.

SPED 5330 Legal Issues in Special Education (3)

Students review the laws governing special education at the federal and state levels. The course covers the interpretive framework encompassing recent judicial decisions that emphasize inclusion.

SPED 5414 Children and Youth with Learning and Academic Disorders (3)

This course examines current knowledge and theory of the educational, sociocultural, psychological, and biological factors that influence children and youth with, or at risk for, academic disorders. The course content focuses on current issues and practices regarding characteristics, identification, and placements specific to this population of students with learning disabilities or mental retardation.

SPED 5480 Learning and Behavior Problems in the Classroom (3)

This course updates classroom teachers on effective teaching practices and strategies designed specifically for students with learning and behavior problems. Focus is placed on strategies that enhance the success of all students in the regular education setting, including elementary, middle, and high school.

TESL 5030 Historical Linguistics (3)

This course presents some of the various divisions in the field of linguistics from language origins and acquisition through the history of English. The study of dialect is also included. Through various readings, activities, writings, and discussion, the participants will become more aware of language and more informed about its history, its character, and its power. Students will also create instructional activities designed to make their students more aware and more proficient in the use of language.

TESL 5040 Practicum in ESOL (3)

This practicum provides supervised field experience for students enrolled in this program. Reflective thought, observation, discussion, and actual teaching will be used to expand participants’ teaching skills. Classroom participation includes observation, interaction, record keeping, and analysis of specific strengths and needs of English language learners. Strategies and activities are designed to meet the instructional needs of individual students. Participants will also focus on interpreting and recommending curriculum materials and methods to encourage and help English language learners become proficient in their new language. Prerequisite: one core TESL/TEFL course.

TESL 5139 English of Speakers of Other Languages (ESOL) (3)

Methods of Teaching Languages - This course develops understanding and appreciation for the nature of languages and language teaching and learning. Participants study the most recent developments in teaching techniques and materials, and become involved in on-site activities using them. Prerequisite: permission of the instructor.

TESL 5220 Curriculum Development in Second Language Classrooms (3)

Participants will apply a curriculum planning process to the second language classroom. The planning will be based on local standards and legal requirements, informal assessment of children’s language, analysis and adaptation of published materials, and the creation of materials to meet identified needs.

TESL 5230 Second Language Acquisition (3)

Participants explore theories and models of second language acquisition. They learn about the emotional, social, and intellectual implications of the process of learning a second language. Students will analyze and compare first and second language acquisition and apply strategies related to second language learning in a cross-cultural setting.

TESL 5311 Principles and Practices of Language Testing (3)

This seminar introduces and analyzes different formats and types of language tests as a reflection of varied linguistic contexts, language teaching and language acquisition goals. Assessment techniques, practices and procedures are discussed in close relation to test validity and effectiveness. The class also covers the design, writing and administration of assessments. Prerequisite: Theories in SLA OR teaching experience OR consent of instructor.

TESL 5350 Intercultural Communications (3)

In order to function effectively in an inter-dependent world, we need to get along with and understand people vastly different from ourselves. In this course, students explore the values of their own culture, the extent to which thoughts and perceptions are shaped by cultures, and the expression of cultural differences in education.