|Program Coordinator||Devon Duhaney, (845) 257-2853, firstname.lastname@example.org|
|Program Length||Program can be completed in 3 semesters if enrolled full-time, but students must complete program within 5 years.|
|Capstone||SED701 Research Study Proposal|
This 36-credit non-certification TESOL program leads to an MSED in Second Language Education. It is designed for individuals interested in developing their knowledge and skills in teaching second language acquisition in a variety of professional spaces outside the NYS P-12 school district like teaching abroad or working in higher education (e.g. community college or adult programs/adult literacy).
Since this program does not lead to NYS P-12 ESOL certification, students will participate in field experiences in spaces outside of P-12 schools, such as community-based organizations, or in appropriate settings in P-12 schools.
- One official transcript of all undergraduate and graduate course work; the baccalaureate transcript should be from a regionally accredited institution with a minimum 3.0 cumulative grade point average in the major, and a 3.0 cumulative GPA overall. Candidates must have completed a baccalaureate degree with a concentration in one of the liberal arts or sciences.
- An admission essay demonstrating experience and/or interest in working with culturally and linguistically diverse students.
- Satisfactory completion of twelve semester hours of study of a language other than English. All courses must be conducted in the target language.
- Three letters of recommendation.
- For international students, a minimum score of 90 on the internet-based TOEFL exam.
|Fall One (13 Credits)|
|SED573||Teaching English as a New Language I||3|
|SED507||Fieldwork I Second Language Education||1|
|EED581||Foundations of Bilingual/Bicultural Education||3|
|SED578||Second Language Learning||3|
|SED577||Applied Linguistics for Teachers of English as a New Language (ENL)||3|
|Spring One (13 Credits)|
|SED576||Teaching English as a New Language II||3|
|SED509||Fieldwork II Second Language Education||1|
|SED575||Teaching Literacy in English as a New Language||3|
|SED580||English Grammar for Teachers of English as a New Language (ENL)||3|
|SED560||Technology in the Classroom||3|
|Fall Two (10 Credits)|
|SPE565||Teaching in Inclusive Classrooms||3|
|SED525||Digital Literacies and Learning in Secondary Education||1|
|SED701||Inquiry into Teaching, Learning, and School: Part I 1||3|
|Graduate Elective 2||3|
SED701 incorporates a Research Study Proposal investigating a TESOL topic of the student's choosing and drawing upon the candidates' knowledge in TESOL, evidence-based practices, and research methodology.
- SED593 Integrating English Language in School & Classrooms
- SED703 Curriculum: Designs for Literacy, Learning, and Assessment in Secondary Schools
- SED743 Teaching Writing and Thinking in the Secondary School
- Or another graduate course with approval from the program coordinator
- File a “plan of study” during the first semester after matriculation.
- Any deficiencies in the candidate’s previous training shall be removed by early advisement with the Second Language Education program advisor.
- Completion of prescribed course work and other requirements within five years after matriculation.
- Maintain a cumulative grade point average of 3.0 or better with no more than two grades below B-.
- Successful completion of capstone experience during the final semester of study.
Program Learning Outcomes
Second Language Education (MSEd)
Candidates who successfully complete all required components of the TESOL K-12 program at SUNY New Paltz will:
- Content Knowledge: Demonstrate content area mastery by completing at least 30 hours of coursework in TESOL methods and content.
- Planning: Be able to plan lessons in TESOL that are standards-based, clear, logical and organized, rely upon a variety of appropriate instructional strategies and appropriate technologies, and differentiate instruction, providing opportunities to promote appreciation of diversity, tolerance, and inclusion in safe, democratic, and equitable learning environments.
- Assessment and P-12 Learning: Be able to choose, design, and implement authentic and appropriate formative and summative assessments to evaluate student learning, differentiate and adapt assessments for ELLs through logical decision-making, consider assessment data when making instructional decisions, and identify effective or problematic teaching moments as they are occurring in order to facilitate student growth in specified content, cognitive skills, and/or social skills.
- Pedagogical Practice: Demonstrate the ability to maximize student learning by incorporating content and pedagogical content knowledge, appropriate and effective technology, and a variety of developmentally and contextually appropriate evidence-based instructional strategies to make learning meaningful for students while teaching.
- Dispositions: Exhibit the knowledge, skills, and dispositions necessary to practice an ethically informed and self-reflective philosophy, demonstrate the ability to respond appropriately to challenges that arise in teaching, and develop respectful relationships with students, families, communities and colleagues.
- Critical Thinking: Identify, analyze, and evaluate different methods of planning, assessing, and teaching in order to develop well-reasoned arguments that support pedagogical decisions.
- Information Management: Use technology and basic research techniques in order to locate, evaluate, and synthesize best-practices concepts in content knowledge, planning, assessment, and pedagogical practice.