Master of Science in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification) Online

Gain specialized knowledge and tools to teach grades one through six when you earn your master’s degree in both childhood education and TESOL in this online program.

Apply By: 3/13/24
Start Class: 3/27/24 Apply Now

Program Overview

Get your Master of Science in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification) online

Earn certification and gain the pedagogical knowledge to teach grade-school students, including those who speak different languages, in our online M.S. in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification) degree program. This accelerated program includes academic content as well as practical classroom teaching experience through a Teaching Fellows residency. You will receive knowledge about language, sociocultural context, lesson planning, assessment, and leadership. Along with skills for teaching English to non-English speakers, this master’s program prepares you to instruct elementary math, social studies, and science. This program also offers the opportunity to complete coursework for eligibility to sit for the Board Certified Behavior Analyst® (BCBA®) exam.

As a graduate of this online education master’s, you will be prepared to:

  • Explore content, learning processes, use of materials, and classroom activities at different developmental levels as applied to elementary math, social studies, and science
  • Apply instructional modifications for students with language and learning differences
  • Examine the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability to understand how students develop and learn
  • Identify English language structures, orthography, morphology, semantics, syntax, and phonetics and its application in their instruction
  • Raise awareness of identities, beliefs, biases, and prejudices and how they influence teaching and student learning
  • Analyze and interpret multiple and varied assessments, including classroom-based, standardized, and language proficiency assessments to make informed instructional decisions
  • Collaborate with other teachers, school communities, and families
  • Synthesize policies and legal rights of ELLs and their families and provide support and advocacy
  • Explore content, learning processes, use of materials, and classroom activities at different developmental levels as applied to elementary math, social studies, and science
  • Apply instructional modifications for students with language and learning differences
  • Examine the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability to understand how students develop and learn
  • Identify English language structures, orthography, morphology, semantics, syntax, and phonetics and its application in their instruction
  • Raise awareness of identities, beliefs, biases, and prejudices and how they influence teaching and student learning
  • Analyze and interpret multiple and varied assessments, including classroom-based, standardized, and language proficiency assessments to make informed instructional decisions
  • Collaborate with other teachers, school communities, and families
  • Synthesize policies and legal rights of ELLs and their families and provide support and advocacy

Career Outcomes

  • Elementary School Teacher
  • Private Tutor
  • ESL Instructor
  • Teacher Assistant
  • Curriculum Leader
  • Elementary School Teacher
  • Private Tutor
  • ESL Instructor
  • Teacher Assistant
  • Curriculum Leader

Also available:

The Mount offers multiple education programs online. Explore our online education degrees.

Total Tuition: $23,445
Program Duration: As few as 18 months
Credit Hours: 45

Accreditation

The Department of Teacher Education at the University of Mount Saint Vincent is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation.

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Need More Information?

Call 888-975-0419

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Tuition

Our master’s in TESOL online is affordable

At the University of Mount Saint Vincent, we are committed to providing a high-quality education for less than you would expect. Tuition for the M.S. in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification) is affordable and can easily fit into your budget.

Tuition Breakdown:

Per Credit Hour $521
Total Tuition $23,445

Calendar

Here are the dates and deadlines you need to know

The M.S. in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification) is designed with working adults in mind. We offer multiple start dates and faster course completion time to help you earn your degree when it’s convenient for you.

TermStart DateApp DeadlineDocument DeadlineRegistration DeadlineTuition DeadlineClass End DateTerm Length
Spring 11/30/241/16/241/20/241/25/241/26/243/18/247 weeks
Spring 23/27/243/13/243/20/243/24/243/25/243/14/247 weeks
Summer 15/24/244/23/244/23/244/29/245/16/247/8/247 weeks
Summer 27/9/246/3/246/3/246/10/247/2/248/13/247 weeks
Fall 19/2/248/19/248/23/248/28/248/30/2410/18/247 weeks

Now Enrolling:

Next Apply Date 3/13/24
Start Class 3/27/24

Ready to take the rewarding path toward earning your degree online?

Apply Now

Admissions

Make sure you meet the requirements for this M.S. program

The streamlined admission process at the University of Mount Saint Vincent makes it easier to apply and helps you start your academic journey faster. Please read the full admission requirements for the M.S. in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification).

  • Bachelor’s degree in Liberal Arts or Science
  • Official transcripts
  • GPA of 3.0 or higher

You must meet the following requirements for admission to M.S. in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification) online program:

  • Submit online application
  • Bachelor’s degree from an accredited university. Students must have majored in Liberal Arts or Science.
  • Students must have completed 12 credits of a language other than English
  • Official transcripts from all colleges and universities attended
  • Undergraduate GPA of 3.0 and above on a 4.0 scale. Students with a GPA below 3.0 will be reviewed for acceptance by submitting a three-paragraph statement of purpose addressing the following three items:
    • Describe the personal and/or professional experiences which ignited your passion to become a teacher
    • What is your current position, and what has your career progression been since you graduated from college?
    • Why do you wish to obtain your master's degree in education? How do you hope to benefit from pursuing this degree?

All education programs will require students to find their field placement and complete field work for their practicum and student teaching.

Official transcripts and other documents should be sent from the granting institutions to our Office of Admissions:

Email address: [email protected]

Mail address:
Office of Admission
University of Mount Saint Vincent
6301 Riverdale Avenue
Riverdale, NY 10471

Courses

Take a closer look at the coursework for the M.S. in Childhood Education & TESOL (Dual Certification) online

For the University of Mount Saint Vincent’s M.S. in Childhood Education and Teaching English to Speakers of Other Languages (Dual Certification) online, the curriculum comprises 16 courses for a total of 45 credit hours.

Duration: 7 Weeks weeks
Credit Hours: 3
This course equips teachers with a sound knowledge base in multicultural education. It provides both definition and rationale. Through readings, class discussions, blackboard participation and written assignments students will explore and analyze the impact that such issues as equity, ethnicity, sociocultural and linguistic background, ability, gender and race have on student learning. Students will develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society. While this course focuses more on developing dispositions and understandings needed to effectively work with diverse populations, applications to the classroom will be made when appropriate. By the conclusion of the course students will be able to articulate a personal philosophy of multicultural education that demonstrates a thoughtful consideration of the historical and social development of this field. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies, the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. The course explores language diversity as it relates to classroom instruction. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course examines the components of language in order to define the nature of language and its connection to the mind. Questions regarding the origin of language will be examined. The universal nature of language will also be explored. An introduction to general linguistic notions will be presented in this course. Foci include phonology, morphology, syntax, semantics, pragmatics, and language variations across time and space. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
An introduction to general linguistic notions will be presented in this course. Foci include: syntax, phonology, morphology, language variation, pragmatics and semantics. The relationship of brain, language, and cognition will also be highlighted.
Duration: 7 Weeks weeks
Credit Hours: 3
An investigation of psychological theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory, social development and social skills instruction, moral development and education, language development, motivation, classroom management theory and issues, and an introduction to instructional modification to meet the needs of a diverse student body.
Duration: 7 Weeks weeks
Credit Hours: 3
The student will meet regularly with the field supervisor at the school site as well as a seminar activities to review field experiences, address additional issues of pedagogy, and to align practice with theory. The initial teaching experience that this course provides ultimately enables you to carry out specific teaching functions. Also, students will meet the professional standards in social studies and science as well as language arts as prescribed by the New York State Education Department and detailed in the EDUC 522, EDUC 524 and EDUC 536 course syllabi. Practicum hours required.
Duration: 7 Weeks weeks
Credit Hours: 3
Students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in an inclusive or general setting appropriate to certification area. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Supervised teaching hours.
Duration: 7 Weeks weeks
Credit Hours: 3
Teaching Literacy in the Inclusive Elementary Classroom examines reading and language arts instruction as part of the total communication process. As a language-based course of study students actively participate in the learning process by reading, writing, speaking and listening. Class work and assignments reflect this language-based perspective, provide opportunities for student inquiry and emphasize the development of competencies that are necessary to teach reading and language arts in inclusive elementary school settings. This course develops the pre-service teacher’s ability to carry out the specific teaching functions and to achieve the professional standards as prescribed by the New York State Education Department, International Reading Association, National Council of Teachers of English and Next Generation English Language Arts Standards. Students completing this course will understand the concepts of literacy instruction and the integration of reading, writing, speaking and listening for learning within the classroom. Pre-service teachers learn techniques of informal assessment and lesson planning. Instructional modifications for students with language and learning differences are presented and applied. Additionally, students will examine their own literacy practices and develop a deeper understanding of what it is to be a literate individual in the 21st century. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course includes exploration of content, learning process, use of materials including technology, classroom activities, and assessment at different developmental levels as applied to elementary mathematics. Approaches to working with multicultural, multilingual, special needs, and gifted populations are addressed. Techniques of lesson planning are developed, and multidisciplinary integration is fostered.
Duration: 7 Weeks weeks
Credit Hours: 3
This course is designed to help candidates instruct students with learning and behavior problems (including autism spectrum disorders, speech and language impairments, learning disabilities, intellectual disabilities, emotional disturbance/ behavioral disorders, and ADHD) using research- or evidenced-based practices to address both curricular/instructional and social behavioral challenges in the least restrictive environment. Applied behavior analytic tactics, techniques, methods, and procedures covered in this course are derived from the concepts and principles of behavior taught in EDUC 527. Candidates will learn how to individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course will present an overview of the nature of the second language acquisition process with emphasis on teaching and learning. Areas that will be addressed include: second language acquisition, sociolinguistic and psycholinguistic factors in learning a second language, second language proficiency, characteristics of L2 learners, ESL programs, instructional approaches and strategies, and instructional resources for ESL teachers. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course develops the skills and knowledge necessary to teach science, mathematics and social studies to English Language Learners. Students will link the teaching of language, content and development of strategic competence. Activities will require students to connect content area instruction to the New York State Learning Standards. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course includes an examination of procedures and instruments, standardized and classroom-based, used in literacy, language proficiency, and content-area assessments. Instruction in design and use of instruments and rubrics will be addressed. In addition, analysis and interpretation of assessment results will be explored to make informed instructional decisions.
Duration: 7 Weeks weeks
Credit Hours: 3
Each student teaching requires the completion of the equivalent of 10 school days for second teaching certificate seekers (20 school days for first teaching certificate seekers) in a supervised school setting together with seminar meetings. The seminar meetings for each student teaching will consist of meetings totaling fourteen hours. During the seminar, students will have multiple opportunities to connect theory and practice. Drawing on their teaching experiences, they will discuss the learning processes of English Language Learners as well as their own development as teachers of English Language Learners.
Duration: 7 Weeks weeks
Credit Hours: 3
Student teaching requires teaching students learning English as a New Language (ENL) for one semester under the supervision and mentorship of cooperating teachers and teacher education faculty. Faculty observe and confer with student teachers individually. In addition, student teachers and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Supervised teaching hours.

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