English Language Development

The Master of Education in Curriculum & Instruction: English Language Development is designed for teachers in elementary, secondary and post-secondary settings who want to enhance their content knowledge and skills in language development and acquisition in order to increase student learning and understanding of the fundamental structure of language and communication. The development of English language proficiency with low language native English speakers is included in this course of study. An emphasis is placed on transformative teaching strategies and practices that address structural methods for teaching language. The integration of technology to enrich student learning in the elementary and secondary school core curriculum via academic language are included in this course of study.

Program Objectives for the Master of Education in Curriculum and Instruction: English Language Development

In addition to meeting the objectives for all Concordia’s Master of Education programs, successful candidates in the M.Ed. in Curriculum & Instruction: English Language Development will demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress.
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results.
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students.

English Language Development Courses

In addition to the four core courses required for a degree in Curriculum and Instruction, students enrolled in the English Language Development program must also take the following foundation courses:

M.Ed. in Curriculum and Instruction - English Language Development
15 credits
EDCI 509 (3)
Essential Linguistics for Language Development
A basic understanding of linguistics is essential for the effective teaching of reading, writing, and - in reality - all content areas. With the number of students in our schools today living in poverty and language-poor environments, linguistics has real-life applications to effective teaching. It demands increased emphasis on phonemic awareness and phonics that teachers need to help students understand how language works. When teachers are familiar with basic linguistic concepts, they are better prepared to make decisions about how to teach reading, spelling, phonics, and grammar to all students, including English language learners.

In this course, practitioners will gain essential linguistic concepts. They will learn the connections between linguistic theory and classroom practice. They will learn that the greater the teacher's understanding of basic language structures and processes, the easier it is to make good decisions on important language areas such as phonics, spelling, and grammar.
EDCI 506 (3)
A Developmental Approach to Language Acquisition
Human beings are intimately and irrevocably linked to language. The topic of language acquisition poses profound questions about our understanding of the human mind and leads us to many fascinating and complex areas of study. In this class, students will start at the beginning of language development in children (Pinker, 2008). As Steven Pinker writes in The Language Instinct, "Languages are complex combinations of elegant principles and historical accidents. We cannot design new ones with independent properties: we are stuck with the confounded ones entrenched in communities." Students will, through an interdisciplinary approach, learn how language is acquired from birth through a child's developmental years. Since children are developing their cognitive, perceptual, social, and motor skills at the same time their linguistic systems and specific language repertoire is growing, this study will involve the diverse fields of neurobiology, ethology, naturalistic and experimental child psychology, cognitive psychology, and theoretical and applied computer science.
EDCI 510 (3)
Language Acquisition and Curriculum Development
The focus of this course is teaching language acquisition using transformational teaching and learning strategies that are focused on meeting the needs of all learners through a developmental, constructivist approach. There will be an emphasis on differentiation in all aspects of the learning environment: setting up the classroom, getting to know the learners, assessing learning styles and needs, differentiating teaching strategies, the iterative process and providing personalized anchor activities to solidify learning. The course will provide a plethora of practical ideas for creating a language acquisition curriculum that will be a positive and transformational experience for teachers and learners alike.
EDCI 521 (3)
The Language Development Classroom-Activities and Practice
The activities-based language acquisition classroom is enhanced through the use of innovative technology tools and resources that are available to classroom teachers. This course will focus on the use of educational technology and interactive classroom activities as a vital means to transform language acquisition through enhancing children's critical thinking and problem-solving skills. Children, especially those raised in poverty, have language deficits similar to second language students. The goal of this class is to provide classroom teachers the opportunity to learn and practice, language-rich opportunities that will challenge their students to dynamically engage in their learning through a variety of activities.
EDGR 601 (3)
Educational Research
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan and conduct their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with two courses: either EDGR 698-Action Research (3), or EDGR 699-Thesis (3). Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

The Master of Education culminates with two courses:
6 credits
EDGR 698 (3)
Action Research (CAPSTONE)
Action Research is the capstone project for the Master of Education program. During this five-week course, candidates will complete final edits of the Literature Review, obtain appropriate permissions, implement Action Research, collect and analyze data from the Action Research implementation, and complete the Action Research Documentation Form.
Prerequisite: Successful completion of EDGR 601 Educational Research.
EDGR 699 (3)
Thesis (CAPSTONE)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her educational research instructor, will explore relevant literature and present a Thesis following the procedure established by the College of Education.
Prerequisite: Successful completion of EDGR 601 Educational Research.

Getting Your Degree Online

The  English Language Development Master’s program is fully online. This online format uses cutting edge curriculum delivered on easy to use online learning technology to provide students with a challenging educational experience. Each online course is 5 weeks in length.

To speak with an enrollment specialist call: 1 (877) 251-4405 or start your application here.

Hear what proud graduates of this program have to say about our online M.Ed. instruction.

How did the specific program help you achieve your goals?

... classes focused on realistic, useful and applicable techniques and understanding which have had a direct and powerful impact both on my classroom teaching and in reshaping my school's ESL program.

- David Cotter, M.Ed., March 2014 
English Language Development

How did the specific program help you achieve your goals?

Thanks in large part to improvements in my teaching based on this program, I have seen many students begin to learn much faster than before.

- David Cotter, M.Ed., March 2014 
English Language Development

How did the specific program help you achieve your goals?

… as the only ESL teacher at our school, I have been tasked with designing and implementing a new ESL program... the tools this program has provided me with have given me the foundation and confidence to take on this task.

- David Cotter, M.Ed., March 2014 
English Language Development

How did the specific program help you achieve your goals?

In the classroom, I have integrated my new understanding of brain science, my updated understanding of standards, learning styles and language functions, and the principles of backwards design and the SIOP protocol into my daily teaching, just to name a few.

- David Cotter, M.Ed., March 2014 
English Language Development

How did the specific program help you achieve your goals?

I now more often and more quickly exit students from the ESL program because they are achieving at a much higher level than I could have hoped for before.

- David Cotter, M.Ed., March 2014 
English Language Development

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