A master’s degree in teaching English to speakers of other languages (TESOL) not only improves your professional career prospects but more importantly, enables you to better serve and educate students.
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The Master of Education in Teaching English to Speakers of Other Languages (MEd in TESOL) prepares English language teachers to work with students from all backgrounds. Xavier’s TESOL graduate program consists of 30 credit hours, including nine hours in professional foundation courses, three hours of electives and 18 hours for the TESOL Endorsement. It includes all required courses for an Ohio endorsement.
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The Teaching of English to Speakers of Other Languages (TESOL) Endorsement coursework at Xavier University is an 30 graduate credit hour program. Three semester hours of an approved phonics course from undergraduate studies can be applied toward the endorsement. Transcript reviews are completed for each student to determine course requirements. In addition to courses, 45 hours of documented field hours are required. Field hours are distributed across grade levels and are documented on Xavier University time sheets and signed by the supervising teacher or principal.
Relationships of the federal, the state and the local government to public and private education. Administrative functions as operable in the elementary, middle and secondary school. Multicultural implications.
Methodology of educational research. Statistics in research. Locating educational research.
Co-requisite: EDFD 508
This course is taken in conjunction with EDFD 507 and requires a research project and paper.
Co-requisite: EDFD 507
History of the English language, linguistics, and the use phonics as it relates to the reading process. Phonics and phonemic awareness as major strategies in comprehension for emergent readers. Holistic philosophy and teaching. A minimum of 15 hours of field work required.
This course is designed to introduce the core foundations of second language acquisition. These foundations include, history of ESL teaching in the United States, legal. obligations, content standards for English Learners (ELs) and process of identification and services administered to ELs. The course will be interactive and include technical supports for students to engage in conversation. Research will be explored and students will be required to critically read research and present upon a journal article. Students will understand the fundamentals of accommodation for ELs both in the tutoring or sheltered environment and the content areas.
Instructional Strategies for English Learners is designed for both undergraduate and Master’s level students. Participants of this course will learn about second language acquisition, cultural transmission, legal requirements for serving English Learner (ELs), explore state content standards for English Language Proficiency, and learn methodology such as Sheltered Instruction Observation Protocol that content teachers may utilize in instruction with English Learners.
Culturally Responsive Teaching for English Language Learners is designed to address cultural competence, teaching strategies and increasing funds of knowledge regarding cultural differences. An in depth study of culturally responsive practice will be explored, including self· examination of culture. ESL teachers encounter students internationally and nationally and need to be able to code switch from various cultures and to understand how culture impacts learning and achievement.
This course will explore different avenues for assessment and bridge the gap regarding cultural bias in assessment. Students will examine strategies to assess reading, writing, listening and speaking and will learn measures of English Language Proficiency. Participants will learn to select appropriate assessments for their students and learn to differentiate between learning and language barriers. Various rubrics and authentic assessments will be investigated and utilized by participants.
This course will explore more in-depth second language acquisition including how L1 [native language] affects L2 [second language] and language transfer. The teaching of grammar, syntax and structure will be explored including differences for English Language Learners. Aspects of Intercultural communication will be covered. Participants will develop an appreciation for home culture and native language (L 1) and how to use it effectively in instruction. Students will understand and apply knowledge of social, political and psychological variables that affect education. Students will explore technical supports and supplemental aides for effective Instruction of ELLS.
To be considered for admission in the Special Education program, applicants should submit:
One official transcript directly from all colleges or universities that you have attended for any undergraduate and graduate course work. Applicants must have a degree from a regionally accredited university. Send transcripts to:
ATTN: Admission Processing Center
3800 Victory Parkway
Cincinnati, OH 45207-5131
For electronic transcripts, send to:
A brief personal statement, including:
I. Career Objectives: Include reasons and motivation for selecting education as a profession and how this program will fit your future career goals.
II. Self-Assessment: Include areas of strength and areas needing growth in order to enhance your objectives and skills that relate to these long-range objectives.
Official test scores from the Miller Analogies Test (MAT) or the Graduate Record Exam (GRE). (If you already have a master’s degree, you do not need to take either test.)
Test may be waived under one of the following conditions:
Xavier University is authorized to offer this fully-online program in most states.
View the complete list of approved states on the State Authorization page.
No, the degree is from Xavier University and is awarded on meeting coursework standards that are independent of course delivery.
The tuition rate for the M.Ed. Special Ed degree online and the M.S. Special Ed online program is $570 per credit hour. The total cost of the special ed degree online program will vary, depending upon transfer credits awarded, additional fees, and the cost of textbooks/materials. See the Tuition page for more information.
No, online courses charge the same rate as all other courses regardless of if they are on or off campus.
Some students believe that online courses will be easier than a face-to-face course located on campus. However, that is not true. Each online course at Xavier University will have the same academic standards and content as a face-to-face course on campus. You may find online learning to be easier because it suits your learning style, but the course content, the expectations for how much you will learn and the assessment of what you have learned will be just as rigorous as in a face-to-face class.
Students may find that they can get to know their professor/instructor and other students better in an online course or program when compared to a traditional face-to-face course or program. There are many options for interacting with your instructors and classmates in your online course, including discussion boards, video or audio files from your instructor, email and video conferencing. There may be additional opportunities for interaction available based on the course and instructor.
You will need to review the syllabus for your course to determine how to obtain materials (print and digital) you will need for your course. The Xavier Bookstore and/or Library will be happy to assist you in finding course materials. Some readings or media lessons may be posted digitally within the online course itself or in Xavier University’s E-Reserves system.
If you are new to online learning at Xavier University, we encourage you to go through the student orientation for online courses.
The Technology Services website offers great resources to support online students.
We encourage you to take advantage of the library’s online resources.
HLC (High learning commission) is a regional accreditor that provides accreditation to graduate education institutions in Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, and Wyoming. Regional accreditation validates the quality of the institution as a whole and specific aspects including programs offered, governance, administration, mission, finances and resources. The accreditation process is based on a system of peer reviews and evaluations.