Masters in ESL Degrees: Guide to Online Programs and TESOL Careers #masters


Accredited Masters Programs
Guide to MS, MA, re interested in learning more about programs for teaching ESL, we ve provided a list of some popular, accredited schools below.

What is ESL or TESOL certification and do I need it?

If you want to teach English to non-native speaking students in the U.S. or in other parts of the world, you need to meet ESL or TESOL certification requirements. The U.S. requires prospective educators to meet both national and state certification requirements. Below are the typical steps to follow to becoming an ESL teacher:

1. Research ESL Programs and Requirements

Start by researching schools and degree options in ESL to determine which route fits your interests and career goals. If you want to teach at the secondary level, you ll want to look for a program that prepares graduates to work with high school students. The same goes for elementary and adult education.

ESL teachers can hold an undergraduate degree in nearly any major, but some may be more beneficial than others, such as English, education, or linguistics. Some students choose to minor in education as a way to explore teaching within your subject area.

ESL teachers must earn the right certification through an accredited undergraduate program, community college, language institute or online course. If you want to teach abroad, you ll need a work visa. To teach in the U.S. need to meet licensure and/or certification requirements as determined by your state.

A master s degree is often a requirement for ESL teachers in community colleges or universities. Public school ESL teachers may need to earn a master s degree to work for some employers after they re hired.

For international employment, you can research openings by joining online job boards or working with a foreign language institute. For jobs in the U.S. you can look for regions that are hiring, attend job fairs, or substitute teach at a local school. Community college and university teaching positions are typically posted on a school s website or third-party website.

Which master s degree is right for me?

A master’s degree will greatly expand your career options, including opportunities to teach at a university, a community college, or at an intensive language center abroad or in the U.S.

The degree options listed below focus on education with an emphasis in ESL, with the last option designed for those hoping to teach English as a second language to non-English-speaking students in an ESL or an EFL context.

  • MA Master of Arts. Completing a four-year bachelor’s degree program is required before beginning a master’s degree program. Students who have obtained a master’s degree are highly educated in their chosen area of study.
  • MEd Master’s in Education. Graduates of a MEd program are well-educated in their areas of study to the point that they are also able to teach that subject to others.
  • MAT Master of Arts in Teaching. Similar to a MEd, but students in a MAT program learn more about the tools and methods used to teach others.
  • MA in TESOL Master of Arts in Teaching English to Speakers of Other Languages. This is a specific degree program that specifically teaches students how to teach English to ELLs. Graduates of this degree program will be able to teach English to students without knowledge of the students’ languages. In this program, students frequently have the option to pursue a public school (PK-12) ESL state teaching certification.

What do all the ESL acronyms mean?

If you are new to the world of language teaching, you may feel intimidated by all the acronyms related to ESL. That s why we put together a list of the most common acronyms you re likely to come across in the ESL field to prevent confusion:

Teachers of English to Speakers of Other Languages. This acronym refers to educating English learners. The acronyms TESL, TEFL, ESOL, and ELL, all fall under the TESOL umbrella.

Teaching English as a Second Language. TESL and ESL are the same, and refer to teaching English to non-native speakers in public or private PK-12 schools, colleges and universities, tutoring organizations, or any company. Some states also refer to this as ESOL (English to Speakers of Other Languages), while others differentiate between TESL/ESL and ESOL.

Teaching English as a Foreign Language. This acronym is used when an educator is teaching English in a country where English is not the primary language, and are often employed by universities and international organizations.

English to Speakers of Other Languages. Can be used interchangeably with TESL/ESL, but it is more commonly used when referring to a program beyond an elementary-high school setting. These are also known as English as Second Language programs, and they all teach ELLs colloquial terms in addition to basic vocabulary and grammar.

English Language Learner. ELL students are those who are still in the process of learning English and are not yet fluent or proficient. The ELL acronym refers to any student in a TESL/ESL or ESOL program anywhere.

Online resources for teaching learning ESL

If you’re interested in learning about ESL, we’ve provided a list of some useful links below to help you find reliable information about the field:

  • Leading Sources for Teaching Learning ESL. Our guide of over 100 sources offers free tools and paid lessons, general tips and specific exercises, and much more information to make teaching and learning ESL as fun and easy as possible.
  • The Bureau of Labor Statistics Salary Stats. Here you ll find salary information and an industry profile for English language and literature teachers, as reported by The Bureau of Labor Statistics.
  • Scholarship and Grant Opportunities. Are you looking for financial assistance to help with the costs of your master s degree? If so, our guide provides a wealth of useful information on how to find and apply for grants, scholarships, and other forms of aid.
  • Salary Information with a Master s in ESL. Check out our guide with even more salary and career information for ESL teachers at all levels.

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  • Become a School Bus Driver!

    Chesapeake Public Schools is currently seeking dependable, conscientious individuals to serve as bus drivers and bus assistants for our school division. We provide all training necessary to acquire a commercial driver’s license (CDL) and skills necessary for operating a school bus. Call 757-547-0001.
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    The Chesapeake Public School System is an equal educational opportunity school system. The School Board of the City of Chesapeake also adheres to the principles of equal opportunity in employment and, therefore, prohibits discrimination in terms and conditions of employment on the basis of race, sex, national origin, color, religion, age, or disability.
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  • Curriculum & Instruction – Lynch School – Boston College #masters #of #education


    Fill out the form below to receive
    more information about this
    program including:

    • Tuition and other costs.
    • Financial aid opportunities
    • Application deadlines and tips
    • Required and elective courses

    The Master’s of Education (M.Ed.) program in Curriculum and Instruction is a 30 graduate credit hour program for students with teaching experience who wish to pursue new interests and extended study.

    This program is for:

    • U.S. candidates who already possess an initial license and want to enhance learning further in their area of licensure
    • All candidates who want to explore new areas of interest such as policy, teacher leadership, teaching English Language Learners, universal design for learning, assessment, and special education
    • International students who wish to engage with foundational and leading edge thinking and thinkers on curriculum, pedagogy, and educational reform;
    • Private school educators, Boston College students enrolled in the fifth year program, and educators from areas such as publishing, curriculum design, and museum education
    • Classroom teachers who wish to become educational leaders in their schools and districts.

    This degree program does not lead to licensure, nor are students in this program eligible to apply for supervised practicum experiences.

    Programs of study are planned and personalized in consultation with a faculty advisor to support and develop candidate’s professional goals and progress towards completion. With careful planning and advising, the program can be completed in one academic year and two summers.

    There are two required courses. Candidates select eight additional courses to construct a personalized and flexible pathway of study.

    Faculty: All faculty in the Department work with students in the Curriculum and Instruction master’s program, based on the interest areas of each student.

    In planning their program of studies candidates can complete one of the certificates of specializations offered by the Lynch School or can develop an area of individual focus in consultation with their advisor. Certificates and specializations include:

    Discipline focus areas provide knowledge and skills in one of the education fields such as:

    Cross-discipline focus areas address important themes in education such as:

    Jean Anyon #jean #anyon #social #class #and #the #hidden #curriculum #of #work


    In Memory of Jean Anyon

    Dr. Jean Anyon passed away on September 7, 2013.

    Her students have started the “Letters to Jean” blog in her memory. Colleagues, students, and friends can share their stories, pictures, and videos on this blog.

    Also, a scholarship fund has been established in Jean Anyon’s name towards helping current students in the Urban Education program at the CUNY Graduate Center.

    Jean Anyon

    Professor of Social and Educational Policy


    Selected Articles

    Anyon, Jean. 1980. “Social Class and the Hidden Curriculum of Work.” Journal of Education 162 (1): 67-92

    Social Class and School Knowledge PDF

    Anyon, Jean. 1981. “Social Class and School Knowledge.” Curriculum Inquiry 11 (1): 3–42.

    Teacher Development and Reform in an Inner-City School

    Anyon, Jean. 1994. “Teacher Development and Reform in an Inner-City School.” Teachers College Record 96: 14–31.

    Race, Social Class, and Educational Reform in an Inner-City School

    Anyon, Jean. 1995. “Race, Social Class, and Educational Reform in an Inner-City School.” Teachers College Record 97: 69–94.

    What ‘Counts’ as Educational Policy? Notes Toward a New Paradigm PDF

    Anyon, Jean. 2005. “What ‘Counts’ as Educational Policy? Notes Toward a New Paradigm.” Harvard Educational Review 75 (Spring): 65–88.

    NCLB as an anti-poverty program PDF

    Anyon, Jean, and Kiersten Greene. 2007. “No Child Left Behind as an Anti-Poverty Measure.” Teacher Education Quarterly 34 (Spring): 157–162.


    Fall 2012: Pedagogy in Urban Classrooms

    This course examines the relationships between political, economic, cultural, and educational contexts and what occurs in urban schools and classrooms. The course defines pedagogy broadly, as consequences of sets of relationships among factors both external and internal to schools. Students will assess the effects of political and economic policies and practices on the shape and processes of schooling. Students will also consider the contribution of urban communities and cultures to what occurs in schools and classrooms. We will discuss what is (the problems and injustices) as well as what could be – versions of what is possible and just.

    Spring 2012: Critical Social Theory in Educational Studies

    This course familiarizes students with critical social theorists often utilized by scholars in the academy. Goals of the course are to consider the following kinds of questions about critical social theory: What is it? How can it be useful? For example, how are power and resistance theorized, and how can we study and utilize such constructs in educational research? How can we use theory to organize daily struggles against unjust power in education and other parts of society?



    • B.A. University of Pennsylvania, 1963.
      • All-University Scholar
    • M.S. Education, University of Pennsylvania, 1965.
      • Tuition Scholarship
    • Ph.D. Education and Psycholinguistics, New York University, 1976.
      • Teaching Fellowship

    Academic Positions

    • Graduate Center, City University of New York
      • Professor of Education Policy, January 2001– Present
    • Rutgers University
      • Member of Doctoral Faculty, Graduate School of Education, Rutgers University New Brunswick, 1976-December 2000
      • Member of Graduate Faculty, Rutgers University Newark
      • Chairperson, Department of Education, Rutgers University Newark, 1982-1999

    Full Curriculum Vitae

    Masters portal #masters #in #curriculum


    Masters portal

    Sciences Po’s graduate programmes prepare students for a wide range of professions in the public and private sectors. Graduates of these programmes possess a strong academic background and in-depth knowledge of how the professional world really works. Their skills are highly appreciated by recruiters.

    Choosing a career path

    Sciences Po’s Master’s degree programmes stand out for uniting academic and professional focuses. Programmes last four semesters: three semesters at Sciences Po in Paris and one semester away, to complete an internship or pursue studies in France or abroad within our partner network. These programmes lead to a Master’s degree, opening doors to a large number of career specialisations. You will find below a brief guide for choosing your programme.

    And seven masters in apprenticeship :

    A wide and varied curriculum

    Many hours of courses are offered throughout the two years of the Master. The study program consists of four semesters, each lasting thirteen weeks, one of which is spent outside Sciences Po. Each student undertakes an internship in a company or administration or a study program in one of Sciences Po’s foreign partner universities.

    The program for the apprenticeship Master also consists of four semesters: two at Sciences Po and two that alternate work and study. During the semesters at Sciences Po, students must follow and validate a certain number of courses (or modules) before they can sit the tests for the Master.

    These courses are defined as a function of the Master chosen and consist of specialized courses (mandatory or elective), common core curriculum courses, foreign-language classes and a group project allowing students to acquire concrete experience in project management.

    An interdisciplinary education

    Students can choose from a wide range of courses covering core subjects, such as Management of Economic Policies, Public Freedoms and Fundamental Rights, Major European Challenges, Theory of Organizations or the Interconnections between Science, Society and Policy.

    These core courses, which provide a strong structural framework both in terms of conceptual content and methodological rigor, are a specific hallmark of the Sciences Po Master.

    Particular importance is placed on written and oral command of two foreign languages as a vital prerequisite for entry into a labor market that is now both European and international. Courses in English are an integral part of the education offered at Sciences Po and the proportion of such courses is continuing to increase. Some masters also offer concentrations taught entirely in English.

    Rigorous methodological training

    The program is grounded in development of skills in self-expression, both written and oral. Oral presentations delivered in a limited time in the tutorial groups teach students to cover the essentials in a clear and lively manner. Essays, summary reports and term papers help them call up and structure their knowledge and construct logical arguments.

    Many of the exercises offered in the tutorial groups (debates, simulation games, etc.) call on an aptitude for teamwork, which is also the basic educational aim of the group project.

    Thinking of applying for a Master s programme at Sciences Po?

    In November, Sciences Po’s schools will participate in a series of online interviews.

    If you have questions about admissions, education, financial aid, career prospects, life in Paris and more, why not ask Sciences Po students your questions live online?

    Our Seven Schools

    Doctoral Programs #concordia #university #chicago #s #college #of #graduate #and #innovative #programs


    Doctoral Programs

    Welcome to Concordia University Chicago and thank you for your interest in applying to one of our doctoral programs. All documents relating to admission should be submitted to Concordia University’s Office of Graduate Admission and Student Services prior to the deadline for your anticipated term of enrollment. See your degree of interest on this Web site for application and file completion deadlines.

    Admission Requirements

    Admission to the doctoral program occurs prior to initiation of course work. The number of students admitted will be limited to ensure quality of program and dissertation advising.

    Applicants who are successful in their application for admission for entrance into the doctoral program will meet the following criteria:

    • Master’s degree with a minimum 3.0 GPA
    • A completed Doctoral Application for Admission
    • Submission of rationale statement, including personal goals for applying for admission to the program.
    • Transcripts: Submission of official transcripts of all previous credits.
    • Testing: Current Graduate Record Exam or Miller Analogies Test scores (test taken within the prior three years).
    • Letters of recommendation from two persons qualified to comment upon the applicant’s potential for doctoral study.
    • Past experience: At least two years of successful teaching/administrative experience (required only for doctoral programs in K-12 education).
    • Writing sample: Submit a paper that demonstrates your ability to write in a scholarly manner at a level typical of graduate work. A paper from your master’s program would be most appropriate. This sample should approach, but not exceed, five pages in length.

    All documents should be submitted to:

    Office of Graduate Admission and Student Services
    Concordia University Chicago
    7400 Augusta Street
    River Forest, IL 60305

    The office fax number is (708) 209-3454.

    Once the admission file is completed and initially reviewed, qualified applicants will complete an extemporaneous writing sample followed by a personal interview with an admission committee.

    Admission recommendations are submitted from the admission committee to the Dean of the College of Education, who will then make the final admission decision and communicate the decision to the candidate. The admission committee may establish an admission waiting list, if necessary. Students admitted should consult the Doctoral Program Handbook for additional program information.

    Students who are applying for admission to the doctoral program are precluded from enrolling in any courses which met doctoral program requirements until the student has been completely admitted to the program.

    The Graduate Admission Committee reserves the right to request additional information or documentation deemed helpful in evaluating applicants for admission.

    Additional Testing

    Depending on program of study, students may be required to take additional tests such as the Graduate Record Exam, Miller Analogies Test and/or the Illinois Basic Skills Test. A writing sample, essay, FBI fingerprint criminal background check, valid teaching certificate and/or interview may also be required to determine what may be necessary for a student to qualify for a graduate program.

    Pending Status

    Doctoral and international students are not eligible for Pending Status .

    International Students

    Applicants who are not U.S. citizens are required to meet all admission standards listed for the program they wish to enter. In addition, the following are required to be considered for admission:

    • TOEFL: A score of at least 550 (paper-based) or 72 (internet) minimum requirement on the Test of English as a Foreign Language (TOEFL), or successful completion of Level 112 at an English Language School (ELS) unless English is the native language, and an unqualified recommendation from an ELS program director is provided. (International students who have earned an advanced degree from an accredited institution in the United States do not need to submit TOEFL scores.)
    • Transcripts: Official transcripts from each college/university attended showing all college/university course work with certified English translations of all transcripts originally prepared in any other language. Also, any international transcripts must be evaluated by a Concordia-approved international credentialing service such as WES (World Education Services), ECE (Educational Credential Evaluators), or AACRAO (American Association of Collegiate Registrars and Admission Officers).
    • Financial Support: A certified document guaranteeing adequate financial support for at least the student’s first year of study and, barring any unforeseen circumstances, adequate funding from the same or an equally dependable source, for subsequent years.
    • Medical: A physical exam, adequate medical insurance, and proof of immunization are required prior to enrollment.
    • Regular Admission Requirements: International students must qualify for regular admission to a degree program in order to enroll.

    All documents must be received by the Office of Graduate Admission and Enrollment Services at least three months prior to the expected date of entry. I-20 forms may be issued only after University acceptance is granted and will remain in effect only for students who continue to make satisfactory progress as full-time students in an accepted university program. The program length may vary for each student.

    Application information

    CV dos and don ts #associate #professor,gradpsych,job #market,professional #development,workforce #analysis,,curriculum #vitae, #job


    CV dos and don’ts

    What type of curriculum vitae (CV) is most likely to impress potential employers? One that is simple, straightforward, organized and tailored to fit a job ad, experts say.

    “Right now it’s a very competitive job market, and a CV is your ticket to an interview,” says Tara Kuther, PhD, an associate professor of psychology at Western Connecticut State University who has given seminars on writing CVs. “A vitae that is formatted nicely, attractive, looks professional and presents your strengths really stands out to employers.”

    As such, putting together your CV takes much care and forethought. First off, be sure the job asks for a vitae and not a résumé. A vitae is a detailed record that showcases your career and education accomplishments and can be unlimited in length, whereas a résumé is generally a one-page overview of your career. When applying for most jobs in psychology, employers will request that you send a vitae, not a résumé.

    Also, depending on the type of job you are applying for-a practice or academic one-you might need to tailor your vitae. When applying for a practice job, highlight your internship and practicum experience, experts recommend. On the other hand, when applying for an academic or research job, highlight your publications, teaching and research experiences, they say.

    Here are the essentials of a vitae that impresses:

    Organize your vitae with sections such as “education,” “professional experience” and “publications,” and list each accomplishment in chronological order with beginning and end dates. Also, if applicable, include sections such as “practica/psychotherapy experience,” “volunteer/service work,” “awards and scholarships” and “professional affiliations.”

    When applying for a practitioner job, include a section on assessment measures you have mastered during training, advises Shawn Roberson, PhD, a forensic psychologist at the Oklahoma Forensic Center, part of the Northeastern Psychology Internship Program. Roberson helps to screen internship applicants at the center.


    What to include depends on what the position entails, experts say. For instance, should you include coursework? Most advisers say no, but some recommend listing any specialized training-you might include coursework in forensic psychology, for example, when applying for a forensic job. However, experts generally say that coursework, methodological skills and software proficiencies should be omitted from a vitae that’s geared for full-time jobs, since it’s assumed that psychologists have mastered these skills. Still, you might include such skills on applications for internship and postdoctoral positions, they note.

    In particular, any undergraduate experiences you include should be highly relevant to your psychology career and the job at hand, says Mary Kite, PhD, associate dean of the Graduate School at Ball State University and a professor of psychological science there. While social fraternities and sororities don’t belong on a vitae, students might note membership in Psi Chi or Phi Beta Kappa and high academic honors, such as magna cum laude, Kite says.

    Be creative in relating your experiences to the job, Roberson adds. If the position requires public speaking or organizational involvement, you might, for example, highlight your work with organizational boards. Experts also say you should not include your age, relationship status or hobbies on your CV.


    Too often students try to cram too much information on a page, Kite says. Keep job descriptions clear and concise, and follow a standard format. Bold the headers of the different sections-such as education and professional experience-and use a simple font such as Times New Roman, experts recommend. Also, use quality white or ivory paper, Kite advises. These steps will help employers easily absorb the information on your CV.


    Don’t pad your vitae to make it appear more impressive, experts advise. For example, Kuther says, many students lump publications and presentations together to make the section look longer. But search committees usually prefer to see them separate, she says. “Everyone understands you’re a student,” Kuther explains. “If you only have one [published] article listed, that is still a fantastic thing.”


    Match your background, skills and training to the job you’re applying for, Roberson says. For example, clinical psychologists need to emphasize internship and supervision experience, while academic applicants need to highlight research and teaching experience, Kite adds. “If a student is looking for both, then they should have two different vitae rather than a one-size-fits-all vitae,” Kite says.


    Use the cover letter to highlight accomplishments on your CV, such as clinical, research or education experiences that match the job, Roberson notes. You can also call attention to work that doesn’t belong in the CV: If you have any research in progress, for instance, use the cover letter to mention it, Kite says. The CV should only contain research that has been published or is in press, she explains. And, just like the CV, the cover letter also needs to be customized for every employer.

    Ask colleagues or faculty members to check your vitae for awkward phrasing, formatting problems and spelling errors, and to give you feedback on content and organization, advise Kite and others.

    Ultimately, the vitae should serve as a summary of your education and career experiences, Kite notes, and should be continually updated throughout your career.

    The Vitae Checklist

    Name and contact information. including work and home phone numbers, address and e-mail

    Christian Homeschool Program #homeschool, #homeschooling #program, #homeschooling #online, #online #high #school, #christian


    Online Homeschool Curriculum = Everything You Need

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    Online Homeschooling Made Easier

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    The Grace Academy gives you the best qualities of Christian Curriculum, Private Tutoring and a Christian Online Homeschooling Program. You receive powerful online homeschooling tools, wise expertise and gentle assistance that will enable you to give your student a quality education. The Grace Academy online homeschooling teaching teams are available during regular hours to help students and their parents.

    The Grace Academy combines the control and flexibility of traditional homeschooling with the teacher support of a private Christian online school. It’s a great solution for new Christian homeschooling families who need an alternative to the public school, as well as homeschooling veterans who want to eliminate the mundane tasks such as lesson planning and grading, to allow for more time for all the other jobs of parenting! With The Grace Academy, you get the best of both worlds!

    No wonder Christian online homeschooling is fast becoming the most popular way to homeschool. Moms are finding it much easier for the long haul because they do not have to do all of that TEACHER PREP, PLANNING, GRADING, and CREATING LESSONS. Our state-of-the-art Christian online homeschooling program does it all for you. Created by homeschoolers for homeschoolers who know what you need to succeed.

    Online Homeschool Program from Experts

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    Online Homeschooling is the best thing to happen to our family! The online Christian curriculum at The Grace Academy is truly amazing. As long time Christian Homeschoolers, we have tried lots of programs, but my children like Grace the best. I also researched other online Christian homeschooling programs and was very disappointed. Grace is clearly the online education leader! The Wells Family


    • Grace is an answer to prayer. This changes everything. It’s a Godsend! Grace Academy Parent
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    • A solid Biblical curriculum it challenges kids to think from a Christian world view. HG, Des Plaines, Illinois
    • My son is way ahead of his peers now and feeling great about his abilities. JS, Shadyside, Pennsylvania

    5 Best Bible Apps for Christian Homeschooling students.

    Written by The Grace Academy
    Wednesday, 5 November 2014 16:21

    Comments Off on 5 Best Bible Apps for Christian Homeschooling students.

    Bible apps can be of great help for all Christian homeschooling students. For one thing, they will help students carry the word of God with them right on their androids and IOS. They can access the bible on the go and stay closer to God. The Bible says we should keep the word of God in our heart as a means of overcoming sin. Apps can greatly enhance that, and in the process make practical Christian living a fun rather than a difficult task.

    The following are popular apps young Christians have discovered to help them live the word of God.

    1. YouVersion. Helps to personalize your need for the word of God. This is an app for both IOS and androids. It contains 100 different bible versions, in multiple languages and different reading plans, making it easy for you to quickly pick a plan that suits your schedule. This has been downloaded on over 86 million devices worldwide.
    2. BibleIS. Makes it possible for you to see, hear and read the bible in a practical form. It also contains more bible translations.
    3. Crossway ESVBible. An app that helps you to carry your ESV bible with you wherever you go, and you can even access it without an internet connection.
    4. Glo Bible This bible study resource boast of the major four bible translations which include KJV, NIV, NKJV, and ESV. It also has images, interactives, maps, and videos to enhance bible understanding.
    5. DailyBible This app makes daily bible reading and studying easy and fun with many different translations for support.

    The above are apps that can make Christian homeschooling more lively and rewarding

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