English to Speakers of Other Languages (ESOL) (K – Adult)

Online M.Ed. in Curriculum & Instruction: English to Speakers of Other Languages (ESOL)

Concordia's Curriculum & Instruction: ESOL program explores the very principles of linguistics, helping teachers better connect with their students on the most fundamental level. Successful graduates can contribute to his or her community at large through understanding the issues facing English language learners.

Candidates who wish to develop instructional strategies that promote learning for students whose native language is not English, from elementary school through adulthood, are advised to pursue the Master of Education in Curriculum Instruction: English to Speakers of Other Languages (ESOL). The coursework capitalizes on the uniqueness of learners and will focus on creating vibrant learning communities.

Program Objectives for the Master of Education Degree: English to Speakers of Other Languages (ESOL)

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

ESOL Courses

In addition to the four core courses required for a degree in Curriculum and Instruction, students enrolled in the English to Speakers of Other Languages (ESOL) program must also take the following foundation courses:

M.Ed. in Curriculum and Instruction - ESOL
16 credits
EDCI 538 (3)
Strategies and Materials for Teaching English Learners
This course helps students develop skills needed to teach English to speakers of other languages. These skills include the ability to implement various methods of language teaching, the ability to develop curriculum materials in ESOL, the assessment of student proficiency in second language use, and the ability to involve parents and the community in second language education programs.
EDCI 539 (3)
Linguistics
This course provides an in-depth study of the principles of linguistics (phonology, morphology, syntax, and semantics) from a historical, cultural, and sociolinguistics perspective.
EDCI 540 (3)
Language and Culture in the Classroom
This course introduces the student to the theories and practice of multicultural counseling and intercultural communication by examining the cultural diversity in our classrooms and communities, defining similarities and differences in perceptual and communication style, and investigating cultural adaptation and intercultural communication skills. It examines parent and community involvement as resources that enhance the multicultural counseling and education processes.
EDCI 541 (2)
Language Acquisition
This course examines the teaching of English to speakers of other languages (ESOL) from the perspective of curricular design and educational technology. An understanding of issues and resources related to curriculum design and educational technology will assist participants in planning ESL programs, equipping students with appropriate media resources, and earning the ESOL.
EDCI 543 (2)
Assessing English Learners
This course will present an overview and rationale for ELL assessment and a framework for the assessment of ELL students at the K-12 level. Students will be introduced to the variables that come into play with assessment when English is not the native language. Covered will be the stages of Second Language Acquisition and its effect on assessment.
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.

Earning Your Master’s Degree in ESOL Online

The Master of Education Degree in Curriculum and Instruction: ESOL 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.

Ready to enroll? 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 
ESOL (K-Adult)

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 
ESOL (K-Adult)

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 
ESOL (K-Adult)

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 
ESOL (K-Adult)

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 
ESOL (K-Adult)

How did the specific program help you achieve your goals?

Having spent six years teaching ESL in China, and now two more in Taiwan, understanding these areas is of crucial importance to me… This degree has been instrumental in revitalizing and enhancing my teaching.
- David Cotter, M.Ed., March 2014 
ESOL (K-Adult)

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