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MEd in Curriculum & Instruction: ESOL (Oregon/Washington only)

Spanish. Vietnamese. Cantonese. Somali. Mandarin. Imagine a classroom where those are the main languages spoken, and where each student could benefit from understanding the ever-evolving English language — whether it’s later in life to expand their job prospects or right now, to build lasting relationships. That’s what makes ESOL teachers so admirable: by being versatile in their instruction and honing their ability to develop curriculum materials in ESOL, they’re essentially giving students the greatest gift a teacher can give — opportunity. Get your MEd in Curriculum & Instruction: ESOL from Concordia and get ready to change someone’s life.

In this program, you’ll develop instructional strategies that promote learning for students from pre-kindergarten through high school whose native language is not English. Through the core courses and capstone experience, you’ll get a comprehensive overview in addition to specialized knowledge. For Oregon and Washington residents, the full MEd in C&I: ESOL program and practicum or the six courses and one practicum required for the TELL certificate prepare candidates for the TSPC-required ORELA/NES exam. They also meet the content requirements for adding an ESOL Endorsement from TSPC.

Accredited, nonprofit, and taught by experienced practitioners, Concordia’s MEd programs reflect the passion and commitment to excellence that has marked our 110-year history. The convenience of on-campus or online classes — paired with realistic deadlines, clearly defined coursework, and the ability to immediately apply what you learn at Concordia in your own 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 a lasting impact on the lives of your students.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Step 3 of 3: Get info about this program

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One year
Earn your MEd on a schedule that fits your life.
Updated curriculum
Curriculum is up-to-date and relevant
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
91% of MEd students say that Concordia's Portland campus experience is having a significant impact on their professional development.
10,000-strong alumni
10,000-strong alumni network
Satisfaction
97% of MEd students say they are satisfied with their academic program experience.

Program Goals

In addition to meeting the objectives for all Concordia University MEd programs, successful candidates in the MEd in Curriculum & Instruction: ESOL program will demonstrate skills in:
Expertise in Evaluating Progress

Expertise in Evaluating Progress

Demonstrate expertise in the utilization of new methods and strategies to evaluate language proficiency of ESOL students

Differentiation

Differentiation

Demonstrate the ability to modify instructional plans and promote alternative goals and strategies for students from a variety of backgrounds, languages, and abilities

Classroom Diversity Skills

Classroom Diversity Skills

Develop or refine an awareness of, appreciation for, and responsiveness to classroom and societal diversity with an emphasis on culture and language

Moral Leadership

Moral Leadership

Demonstrate characteristics of moral leadership through professional roles and responsibilities as an advocate for ESOL students

Effective collaboration practices

Effective collaboration practices

Demonstrate knowledge of and apply skills in collaboration practices related to ESOL needs

REQUIRED COURSES

MEd in Curriculum & Instruction: ESOL (33 Credit Hours)

MEd in Curriculum & Instruction - Core Courses
12 credits

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.

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.

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.

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.

 

The core classes of this program may be taken online or on campus, but the concentration courses are only offered on our Portland campus.

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 - ESOL (campus)
15 credits
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.

This course provides an introduction to language as a system emphasizing the interconnectedness between linguistics and PreK-12 teaching and learning. Students explore the principles necessary to teach language, including phonology, morphology, syntax, semantics, and pragmatics. Emphasis is placed on the four language skills (listening, speaking, reading, and writing). The course is designed to assist candidates in making linguistically informed decisions about first and second language teaching. Additionally, candidates are introduced to various grammar points that may pose difficulty for English language learners. The course covers various aspects of language from a historical, cultural and sociolinguistic perspective.

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.

This course examines various factors, concepts, and theories about first and second language acquisition processes and their interrelationship with each other and the teaching/learning process. Additional topics include Oregon’s English Language Proficiency Standards, the Forms and Functions of language targeted in state assessments, and the impact of language proficiency on evaluation for TAG and Special Education services.

This course will present an overview, rationale and framework for assessment of English-learners at the PreK-12 level. Students will be introduced to the variables that come into play when assessing students whose native language is not English. The primary focus is assessment of English-learners for identification, program placement, and exiting from service. Also covered will be identification of all ELL students for Special Education and TAG, ongoing language proficiency assessments, standards-based assessment measures, and classroom-based assessments.

In accordance with the requirements of Concordia University and Teacher Standards and Practices Commission, ESOL specialist candidates will complete 90 documented hours in a school setting under the guidance of an endorsed ESOL specialist, who will be known as the mentor. The practicum hours may include teaching, planning, and attending meetings directly reflecting the English language acquisition pedagogy explored throughout the ESOL endorsement coursework. The mentor and candidate will meet on a weekly basis. The candidate will also work with a Concordia University ESOL supervisor who will visit or make contact with the ESOL specialist candidate a minimum of four times during the course of the practicum. The ESOL practicum must take place in a classroom with ELL student(s) using ELP standards.

 

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

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 the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. 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.

SELECT ONE CAPSTONE COURSE:

Research Course 2
3 credits   Select one of the following:

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

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.

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.

Concordia education students have a way of standing out — even to other educators. Find out what Jennifer McCalley, principal at Faubion School, has to say about what teachers educated at Concordia University bring to the classroom — and why they’re at the top of her hiring list.

3toPhD

The 3 to PhD® campus is home to our College of Education as well as to urban, diverse Faubion School — and its 800+ pre-Kindergarten through 8th grade students. This means that as an MEd student, if you take courses on campus at Concordia, your classrooms are just down the hall from the Faubion classrooms. The College of Education faculty and staff who helped develop 3 to PhD® are innovators in teaching and learning, providing practical application of the latest best practices in education.

A groundbreaking new model of education, the 3 to PhD initiative powerfully demonstrates not only innovation in practice but also compassion in action — a collaborative effort to strengthen the community from the ground up.

READ MORE ABOUT 3toPhD

CONNECT WITH AN ADMISSION COUNSELOR NOW

Child Learning
Concordia keeps up with the changes in society by providing students with the education and experiences needed to prepare and help them work more effectively.
KAYVONNA STIGALL, MEd in Curriculum & Instruction:
Early Childhood Education '15

CAREER OUTCOMES

See where a Master's degree in education focused on ESOL 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:
  • Higher education instructor in the teaching of English to speakers of other languages
  • Consultant/advisor in teaching English as a second language
  • Professional development teaching English to speakers of other languages
  • Tutor: English to speakers of other languages
  • Program director, English language learners
  • English language development advisor to local, state, and national policymakers
  • Advisor: NGOs, governments, and large international corporations
  • Curriculum director, programs for English language learners
  • Division or department chair

(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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