|Graduate Program Head||Robert W. Schrauf|
|Campus(es)||University Park (M.A.)|
|Degrees Conferred||Master of Arts (M.A.)|
|The Graduate Faculty|
The M.A. program in Teaching English as a Second Language is designed to provide professional development for teachers and administrators in English as a second or foreign language. The program is problem focused, integrating theory and practice from the fields of applied linguistics and teaching English as a second language to address issues of second language acquisition/teaching and program development, with special focus on English in a wide range of both domestic and international contexts.
Completion of this degree program does not automatically provide teacher certification in the Commonwealth of Pennsylvania. Further information on teaching certification is available from the College of Education. Students who desire to continue their studies in ESL at Penn State may apply to the Ph.D. program in Applied Linguistics through the Department of Applied Linguistics.
Applicants apply for admission to the program via the Graduate School application for admission. Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 General Admissions Standards.
Scores from the Graduate Record Examinations (GRE) are required for admission.
All applicants are also required to arrange for three letters of reference to be submitted along with a one- to two-page statement written by the applicant describing the applicant's goals and professional objectives.
The language of instruction at Penn State is English. English proficiency test scores (TOEFL/IELTS) may be required for international applicants. See GCAC-305 Admission Requirements for International Students for more information.
Applicants to the Teaching English as a Second Language graduate program must have a minimum TOEFL score of 100 with a 23 on the speaking section for the Internet-based test (iBT), or 600 for the paper-based test. The minimum acceptable composite score for the IELTS for applicants is 7.0.
Master of Arts (M.A.)
Requirements listed here are in addition to Graduate Council policies listed under GCAC-600 Research Degree Requirements.
The department offers two paths to the MA/TESL. Students may complete the entire program in residence at University Park, or they may pursue a hybrid path to the degree, including 12 credits of 800-level online courses, followed by 24 credits (plus M.A. paper and teaching e-portfolio) in residence at University Park. Students pursuing the residential path to the degree may also take the department’s 800-level online offerings, and these count as electives in their program of study.
The M.A. in TESL requires 36 credits, of which 18 credits must consist of 500-level courses. In lieu of a thesis, students must prepare a M.A. paper and compile a teaching e-portfolio.
|APLNG 484||Discourse-Functional Grammar||3|
|APLNG 491||Theory: Second Language Acquisition||3|
|APLNG 493||Teaching English as a Second Language||3|
|6 credits from among the following:||6|
|Teaching American English Pronunciation|
|Teaching Second Language Writing|
|Introduction to Applied Linguistics|
|Methods of Language Assessment (required in the Hybrid Path)|
|APLNG 500||Practice Teaching in ESL||3|
|3 credits from among the following:||3|
|Seminar in Approaches to Language Use|
|Analyzing Classroom Discourse|
|Qualitative Research in Applied Linguistics|
|Experimental Research on Language|
|12 credits from among the following:||12|
|Health and Aging in Multilingual Contexts|
|Language and Adult Lifespan Development|
|Second Language Reading|
|Communication in Second Language Classrooms|
|Language Socialization across Home, School, and Community Contexts|
|Sociocultural Theory and Second Language Learning|
|Theory & Research in L2 Teacher Education|
|Design and Research of Technology-Mediated Language Learning|
|Technology in Foreign Language Education: An Overview|
|Seminar in Second Language Acquisition|
Other courses with approval of the adviser
|All students must also complete an M.A. paper and teaching e-portfolio.|
With guidance from their advisers, students who are enrolled in the Residential Path take 12 credits in electives. Any 500-level 3-credit course not taken as a requirement of Research Methods can be counted as an elective in the resident MA/TESL program.
Resident Path students are allowed to take any or all of the APLNG 800-level courses as electives in any sequence during the MA/TESL program. If 12 credits of APLNG 800-level courses are taken, resident path students are required to take APLNG 583 and, in consultation with their academic adviser, substitute two 500-level electives (6 credits) for appropriate courses listed under Foundations and/or Professional Core.
Students who choose to take the hybrid path to the degree will have already taken APLNG 802, APLNG 804, APLNG 806, and APLNG 808 online, and these online courses take the place of the 12 credits of elective courses. Hybrid path students are required to take APLNG 583 and, in consultation with their academic advisers, substitute two 500-level electives (6 credits) for appropriate courses listed under Foundations and/or Professional Core.
Graduate assistantships available to students in this program and other forms of student aid are described in the Tuition & Funding section of The Graduate School’s website. Students on graduate assistantships must adhere to the course load limits set by The Graduate School.
Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.
- Graduates will be able to design and evaluate instructional materials, technology, media, and other resources that meet the specific instructional and language related needs and abilities of students.
- Graduates will be able to reflect on, critically analyze, and evaluate their teaching practices.
- Graduates will be able to articulate a philosophy of language teaching grounded in current language and learning theories.
- Graduates will be able to critically evaluate the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning.
- Graduates will be able to articulate an understanding of the research and research methods for studying language teaching and learning.
- Graduates will be able to demonstrate knowledge of the teaching field (English as a Second Language).
- Graduates will be able to participate effectively in collaborative projects with others.
|Graduate Program Head||Robert William Schrauf|
|Director of Graduate Studies (DGS) or Professor-in-Charge (PIC)||Xiaofei Lu|
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