Go back to the basics in new and interesting ways.

In any given classroom today, there are kids who can express their thoughts in 140 characters, kids who hear incorrect grammar on TV every single day, and kids raised in poverty with severe language deficits. The dynamics of the English language are changing—and fast. Isn’t it time language instruction changed, too? Be that innovative educator who can bridge the worlds of academic language, linguistics, and plug-and-play lingo with specific knowledge from Concordia’s MEd in Curriculum & Instruction: English Language Development online program.

Designed for teachers in the elementary, secondary, and postsecondary settings, our program focuses on teaching strategies and practices that address structural methods for teaching language. You’ll learn about the integration of technology to enrich student learning in the elementary and secondary school core curriculum via academic language, and you’ll also study the development of English language proficiency with low-language native English speakers.

Accredited, nonprofit, and taught by practitioners, all of Concordia’s online MEd programs reflect the same meaningful experience we’ve been delivering on campus since 1905. The convenience of 100 percent online, clearly defined coursework—paired with realistic deadlines and the ability to immediately apply what you learn in your classroom—makes our programs ideal for busy lifestyles. And the potential career benefits—from higher pay to promotions—are second only to the reward of having an everlasting impact on the lives of your students.

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100% online
100% online (no in-person field work required)
One year
Earn your MEd in one year, one class at a time, with built-in breaks
Updated curriculum
Constantly updated curriculum
NWCCU
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Respected
Concordia is one of the most respected names in learning today
Positive career benefits
87% of our online MEd grads report positive career benefits as a result of their degree
10,000-strong alumni
10,000-strong alumni network
Satisfaction
93% of our online MEd grads say they are satisfied with their overall program experience

MEd in Curriculum & Instruction: English Language Development Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: English Language Development online degree program, successful candidates will also demonstrate:

Expertise in Evaluating Progress

Expertise in Evaluating Progress

Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon’s Common Core State Standards and specific district standards

Effective Instructional Skills

Effective Instructional Skills

Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students

Classroom Diversity Skills

Classroom Diversity Skills

An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity

Moral Leadership

Moral Leadership

A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction

Modification Abilities

Modification Abilities

The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results

COURSE DESCRIPTIONS

The MEd in Curriculum & Instruction: English Language Development is a 30 credit-hour program

MEd in Curriculum & Instruction - Core Courses
12 credits
EDGR 502 (3)
Developing Character Through the Curriculum

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

EDGR 535 (3)
Theories of Teaching and Learning
This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
EDGR 595 (3)
Community of Learners
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.
EDGR 602 (3)
Contemporary Educational Thought

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.

 

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Curriculum & Instruction - English Language Development
12 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.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits
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 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 one of three courses: EDGR 696-Practitioner Inquiry, EDGR 698-Action Research, or EDGR 699-Thesis. Any one of these options 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.

SELECT ONE CAPSTONE COURSE:

Research Course 2
3 credits   Select one of the following:
EDGR 696 (3)
Practitioner Inquiry

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

EDGR 698 (3)
Action Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

EDGR 699 (3)
Thesis

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 thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Is the MEd in English Language Development concentration right for me?

Consider choosing this path if:

  • You want to enhance your content knowledge and skills in language development and acquisition
  • You’re interested in using educational technology to improve children’s critical thinking and problem-solving skills
  • You want to change or evolve the way you teach important language areas such as phonics, spelling, and grammar

Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.

CONNECT WITH AN ENROLLMENT SPECIALIST NOW

Child Learning
The thing I liked best about the program was that it was fast… each class lasted five weeks and I could do it at my convenience.
BLAKE ANN ANTIDA, MEd in Curriculum & Instruction:
Early Childhood Education

CAREER OUTCOMES

See where an MEd focused on English language development could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • Teacher, Title I schools
  • Higher education instructor in the teaching of English to low-language native English speakers
  • Consultant/advisor in teaching English to low-language native English speakers
  • Professional development, teaching English to low-language native English speakers
  • Tutor: English to low-language native English speakers
  • Title I, program director/coordinator
  • English language development for low-language native English speakers, advisor to local, state, and national policymakers
  • Curriculum director, programs for low-language native English speakers
  • Division or department chair
  • Transformation specialist
  • Supplemental educational services provider (tutoring program offered in schools to increase academic achievement)

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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