https://sites.education.miami.edu/tesol-and-bilingual-education/

Overview

This program is for is teachers in Pre-K-16 contexts—English as a Second Language (ESL) specialists or mainstream content area teachers who work with emergent bilinguals or English language learners (ELLs) in the U.S. The Florida Department of Education ESOL Endorsement requirements are embedded within the program’s courses. This is a hybrid program with face-to-face meetings for locals; those not able to join the local meetings would be able to join virtually.

Concentration in Bilingual Education

This program is for U.S. teachers in Pre-K-12 settings who wish to boost their proficiency in Spanish and/or teach in dual language learning (DLL) or ESOL contexts. Typically DLL had ended in 5th or 6th grade; however, there is a recent and progressive push for biliteracy and bilingualism, which requires biliteracy in middle and high school grades, across content areas. Some Spanish language courses may be required, depending on proficiency.  This is an hybrid program with face-to-face meetings for locals; those not able to join the local meetings would be able to join virtually.

Application Requirements

Admission to all graduate-degree concentrations in the School of Education and Human Development is based on the recommendation of the faculty. Admissions decisions are based on faculty review of the following general requirements that apply to all Graduate Programs in the School as well as specific documents listed under each concentration.

Applicants must:

  • Graduate Record Exam (GRE) requirements may be waived for applications to Spring 2021 and following, pending final approvals. However, if the GRE is required for admissions, applicants must achieve acceptable scores on the GRE taken within the past five years. International applicants whose native language is not English or applicants whose degrees are from a non-U.S. University must pass the Test of English as a Foreign Language (TOEFL) or International English Language Testing Systems (IELTS) and the GRE;
  • provide official transcripts showing completion of a bachelor’s degree from an accredited institution and an acceptable undergraduate grade point average. A minimum of 3.0 undergraduate GPA is required. Official transcripts from every institution attended by an applicant, whether or not the applicant completed a degree program at the institution, are required;
  • provide three letters of recommendation that address the issues and meet the criteria established by the program being applied to;
  • provide a personal statement that addresses the mission and purpose of the program being applied to;
  • resume;
  • take part in an admissions interview (required by some programs); and
  • exhibit personal and professional experiences and characteristics that are relevant to the profession and/or field and/or degree program for which the application is being submitted.

Master of Science in Education (M.S.Ed.)

In addition to the factors listed as general requirements for all applications to the SEHD’s graduate programs, consideration for admission to the M.S.Ed. program will include the following:

  • For some M.S.Ed. programs in TAL: Teachers with at least three years full-time teaching experience may apply for a GRE waiver for programs in the Department of Teaching and Learning. An application for waiver of the GRE requirement may be found on the SEHD web site. Teachers who apply for a GRE waiver must submit a 3-page essay on an important topic in education.

International Applications

All international applications must provide additional information and meet additional requirements as required by the UM Graduate School and the Office of International Student and Scholar Services. For an appropriate link to these requirements, please visit the Graduate School website.

Admission Decision

Once an applicant has been admitted to graduate study, that individual should meet with the faculty advisor who was appointed to serve in that capacity and whose name appears in the admissions letter. This advisor will help the student enroll in courses that are appropriate to the program; to develop and to refine a Course Sequence Plan that must be on file in the Office of Graduate Studies by the end of the first semester of enrollment.

Honor Code/Handbook of Policies and Procedures

The School of Education and Human Development follows the Graduate School’s Honor Code. All students are required to review the Graduate Student Honor Code and the School of Education and Human Development’s Handbook of Policies and Procedures for Graduate Students and submit the signed Acknowledgement of Receipt located on page 3 by the end of their first semester of enrollment.

Curriculum Requirements

Core Courses
TAL 627Understanding Culture in the Classroom3
TAL 677Applied Research in Education3
TAL 680Foundations of Bilingual Education3
TAL 681Principles of Curriculum Development and Engagement for TESOL3
TAL 682Methods of Teaching Content Areas in TESOL3
TAL 683Introduction to Theories and Practice of TESOL3
TAL 684Advances Techniques in TESOL3
TAL 685Language Assessment3
TAL 686Principles of First and Second Language Acquisition3
TAL 733Applied Linguistics3
or TAL 689 Language and Literacy for Academic Learning
Total Credit Hours30

Concentration in Bilingual Education

Core Courses
TAL 627Understanding Culture in the Classroom3
TAL 677Applied Research in Education3
TAL 680Foundations of Bilingual Education3
TAL 681Principles of Curriculum Development and Engagement for TESOL3
TAL 682Methods of Teaching Content Areas in TESOL3
TAL 683Introduction to Theories and Practice of TESOL3
TAL 684Advances Techniques in TESOL3
TAL 685Language Assessment3
TAL 686Principles of First and Second Language Acquisition3
TAL 691Workshop in Education3
TAL 733Applied Linguistics3
or TAL 689 Language and Literacy for Academic Learning
TAL-600, 700 or 800 level course 13
Total Credit Hours36

Sample Plan of Study

This is a sample Plan of Study. Your actual course sequence may vary depending on your previous academic experience as well as current course offerings. Students should meet with their academic advisor each semester to determine the appropriate course selection.

Plan of Study Grid
Year One
FallCredit Hours
TAL 680 Foundations of Bilingual Education 3
TAL 681 Principles of Curriculum Development and Engagement for TESOL 3
TAL 683 Introduction to Theories and Practice of TESOL 3
 Credit Hours9
Spring
TAL 627 Understanding Culture in the Classroom 3
TAL 682 Methods of Teaching Content Areas in TESOL 3
TAL 685 Language Assessment 3
 Credit Hours9
Summer
TAL 689 Language and Literacy for Academic Learning 3
 Credit Hours3
Year Two
Fall
TAL 677 Applied Research in Education 3
TAL 684 Advances Techniques in TESOL 3
TAL 686 Principles of First and Second Language Acquisition 3
 Credit Hours9
 Total Credit Hours30

Mission

The mission of this program is to address the critical need for English language professionals who possess the requisite knowledge and skills to pursue careers in TESOL.

Goals

  • Students will acquire foundational knowledge of language acquisition and development, research, partnership, and research in TESOL and Bilingual education.
  • Students will acquire knowledge of planning, implementing, and managing ESL/bilingual education and content instruction.
  • Students will acquire knowledge of assessment for English language learners, including language proficiency assessment and classroom-based assessment for ESL/bilingual education.

Student Learning Outcomes

  • Students will demonstrate knowledge of foundations of TESOL and bilingual education, including language and culture, language acquisition and development, and ESL/bilingual education research, partnerships and advocacy.
  • Students will acquire knowledge of planning, implementing, and managing ESL/bilingual education and content instruction.
  • Students will demonstrate knowledge of assessment for English language learners, including language proficiency assessment and classroom-based assessment for ESL/bilingual education.
  •