The primary market for this program is teachers in Pre-K-16 contexts—English as a Second Language (ESL) specialists or mainstream content area teachers who work with English language learners (ELLs) in the U.S. – “Teaching English as a Second (ESL) Language” Florida DOE ESOL Endorsement requirements would be embedded within the program’s courses. HYBRID PROGRAM with some face-to-face meetings.
Competency 1. Knowledge of foundations of TESOL and bilingual education, including language and culture, language acquisition and development, and ESL/bilingual education research, partnerships and advocacy.
Competency 2. Knowledge of planning, implementing, and managing (using resources and technology effectively) ESL/bilingual education and content instruction.
Competency 3. Knowledge of assessment for English language learners, including language proficiency assessment and classroom-based assessment for ESL/bilingual education.
Course delivery will follow online and distance based synchronous or asynchronous models, and/or some hybrid models that are consistent with the University’s portfolio of course-delivery options. The program will not be offered face-to-face.
A student’s culminating experience may be drawn from among the options found in the University of Miami Bulletin: (a) a thesis requiring 6 credits of independent research; those six credits will be in addition to the the student’s 30-credit program of study; (b) a comprehensive examination; or (c) a final project that serves to apply and to synthesize the student’s program of study. The final project may make use of non-written media, such as a video or a display, that are actually used to teach and/or to train people where the content is taken from one or more LLLMS fields, as appropriate.
TAL 680 Foundation of Bilingual Education
TAL 681 Principles of Curriculum Development and Engagement for TESOL
TAL 682 Methods of Teaching Content Areas in TESOL
TAL 683 Introduction to Theories and Practice of TESOL
TAL 684 Advanced Techniques in TESOL
TAL 685 Language Assessment
TAL 686 Principles of First and Second Language Acquisition
TAL 627 Understanding Culture in the Classroom
TAL 689 Language and Literacy for Academic Learning
TAL 677 Applied Research in Education
The following factors are considered when selecting doctoral students for admission:
Globalization and U. S. corporate markets have created the need for worldwide English proficiency to promote and sustain economic growth. English is seen worldwide as a language of power and the need for English instructors is growing across continents. For example, in 2005, Europe adopted a “mother tongue plus two” language policy in which all students receive instruction in their native language plus two foreign languages from a very early age. The goal is to foster a practical use of two foreign languages in addition to a native language, increasing multilingualism and thereby access to the jobs and mobility required in a globalized society. Since the early 1970’s the U.S. has experienced the largest influx of refugees and immigrants (i.e., foreign born) in its history. This has created a need for teachers to understand English language development and acquisition, as well as appropriate teaching methods, to better meet the needs of students who enter schools speaking a home language other than English.
Karina Rodriguez Graduate Studies OfficeFor Admission Inquiries, contact:
Applicant Journey Representative
305-284-7343
sehd_admission@miami.eduFor Application Process Questions, contact:
soegradadmissions@miami.edu