Master of Science in Teaching English to Speakers of Other Languages Online

Engage English language learners (ELLs) in the classroom with the instructional techniques and linguistic knowledge you will gain in this online master’s in TESOL program.

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

Program Overview

Explore the Mount’s online M.S. in Teaching English to Speakers of Other Languages program

Improve students’ grasp of the English language with the knowledge and instructional tools you will gain in the online M.S. in Teaching English to Speakers of Other Languages program. Analyze how cultural, linguistic, and academic factors as well as your own personal experiences influence learning and teaching success.

This online program conveys a combination of language knowledge, sociocultural context, lesson-planning instruction, and evaluation techniques that are beneficial to teachers of English language learners. It also offers opportunities to collaborate with other teachers and to advocate for policies that support ELLs and their families.

This program also offers two extra courses that lead to teacher certification.

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

  • Identify English language structures, orthography, morphology, semantics, syntax, and phonetics and their application in your instruction
  • Analyze how various factors of cultural, linguistic, socioeconomic, political, familial, personal, and academic contexts influence English Language Learners’ learning and language development
  • Raise awareness of identities, beliefs, biases, and prejudices of your own and how they influence your teaching and student learning
  • Integrate standards-based, research-proven, engaging lessons to help ELLs develop listening, speaking, reading, and writing skills by using appropriate technology, scaffolding techniques, and differentiated instruction
  • Integrate standards-based, research-proven, engaging lessons to help ELLs successfully learn grade-level content in social studies, science, math, and other subject areas
  • 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
  • Identify English language structures, orthography, morphology, semantics, syntax, and phonetics and their application in your instruction
  • Analyze how various factors of cultural, linguistic, socioeconomic, political, familial, personal, and academic contexts influence English Language Learners’ learning and language development
  • Raise awareness of identities, beliefs, biases, and prejudices of your own and how they influence your teaching and student learning
  • Integrate standards-based, research-proven, engaging lessons to help ELLs develop listening, speaking, reading, and writing skills by using appropriate technology, scaffolding techniques, and differentiated instruction
  • Integrate standards-based, research-proven, engaging lessons to help ELLs successfully learn grade-level content in social studies, science, math, and other subject areas
  • 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

  • Adult Education Teacher
  • Academic Advisor
  • Corporate Trainer
  • Private Tutor
  • ESL Instructor
  • Instructional Designer
  • Curriculum Leader
  • Adult Education Teacher
  • Academic Advisor
  • Corporate Trainer
  • Private Tutor
  • ESL Instructor
  • Instructional Designer
  • Curriculum Leader

Also available:

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

Total Tuition: $15,630
Program Duration: As few as 12 months
Credit Hours: 30

Accreditation

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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

Call 888-975-0419

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 Master of Science in Teaching English to Speakers of Other Languages is affordable and can easily fit into your budget.

Tuition Breakdown:

Per Credit Hour $521
Total Tuition $15,630

Calendar

Here are the dates and deadlines you need to know

The M.S. in Teaching English to Speakers of Other Languages 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 Master of Science in Teaching English to Speakers of Other Languages.

  • 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 the M.S. in Teaching English to Speakers of Other Languages 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?
  • Valid New York Initial or Professional teaching certificate
    • Students without a valid New York Initial or Professional Teaching Certificate may complete the 36-credit track for NY License eligibility
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

Check out the coursework for the M.S. in TESOL online

For the University of Mount Saint Vincent’s M.S. in Teaching English to Speakers of Other Languages online program, the curriculum comprises 15 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
Curriculum and Materials in TESOL is designed to provide a general introduction to the design and role of curriculum and materials in standards-based ESL/EFL and content instruction. In its focus on curriculum, the course begins with the assessment of learners’ needs and the development of appropriate curriculum based on those needs. 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.
Students without a teaching license must complete these two courses.
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 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.

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