BORICUA COLLEGE | MASTER OF SCIENCE DEGREE
TESOL -
Teaching English to Speakers of other Languages
(HEGIS: 1508)
Minimum Required Credits: 40
Goal: Graduates can demonstrate self-awareness and competency in the research practice and leadership in facilitation of English learners (K to 12).
Objectives:
Demonstrate mastery of an integrated framework of intellectual competencies necessary for advanced leadership in teaching non-English K to 12 students.
Demonstrate mastery of an integrated framework of affective skills and an overarching system of humanistic values necessary for leadership, training and teaching non-English K to 12 students.
Demonstrate mastery of an integrated framework of intellectual and affective competencies used in the practice of teaching, training and leadership in non-English K to 12 setting.
Demonstrate mastery of an integrated framework of intellectual, affective and psychomotor competencies used to understand and master complex social problems, policies and programs that impact the non-English K to 12 students.
Demonstrate mastery of an integrated framework of intellectual, affective and psychomotor competencies used to understand the multicultural environment and master the educational problems, policies and programs related to non-English speakers.
NOTE: The Master of Science Program (Teaching English to Speakers of Other Languages - TESOL) (M.S.) requires completion of a minimum of 40 credits of course work described below with a 2.0 GPA, on a mastery level based on assessment rubrics developed for each course.
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This course explores the goals, ideals and values related to second language teaching and learning. Drawing upon a number of primary and secondary sources the course will examine in-depth, the historical, theoretical, current practice, and public policy issues in the field of education as it relates to English language learners in Pre K-12 settings and will critically evaluate the issues and themes of cultural identity, second language acquisition, bilingualism and biliteracy; pedagogy, program models, and criteria for academic excellence. The center of attention of this course will be the classroom teacher, how he or she is able to differentiate his/her personal values of second language learning and how he/she synthesizes and integrates the values of the profession.
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The aim of this course is to demonstrate the fundamentals of literacy development and its impact on the second language acquisition process, and interdisciplinary practices that incorporate the four basic skills: listening, speaking, reading and writing in Native Language Arts and in English through English as a second language (ESL) methodologies; with a focus on reading and writing, in core subjects as indicated in the NYS Learning Standards for grades Pre K-12.
Colloquium
Small group colloquia are designed to provide students with an opportunity to demonstrate their self-awareness and Mastery of the Affective Skills of receiving (listening and reading), responding (speaking and writing) and expressing their values, feelings and emotions in understanding the generic principles of the liberal arts and sciences.
Experiential Studies
These courses concentrate on the “psychomotor” dimension of learning and compliments the cognitive and affective skills developed in individualized instruction and colloquium. These sequences of courses evolve from perceptual enrichment through sensory awareness and physical development to instrumental and complex skills where the cognitive and affective dimensions integrate with the psychomotor.
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Methods, materials and assessment criteria used to teach English as a second language to limited English proficient students, including those with disabilities, at the elementary and secondary levels to meet the English as a Second Language Learning Standards (listening, speaking, reading and writing) and assessment requirements in the state of New York.
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The purpose of this course is for the student to develop competency and demonstrate an in-depth comprehension of the methods, materials, and assessment criteria used to develop a curriculum and teach native language arts to limited English proficiency students. Of special focus will be the New York State Standards for Native Language Arts learning and assessment.
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This course involves in-depth study of methods, materials and assessment criteria used to teach the core content areas of mathematics, science and social studies to students with limited proficiency in both their native language and English. Students will critically examine the incorporation of the language arts modalities of listening, speaking, reading and writing for native language (NL) and English as a second language (ESL), instruction to the New York State Learning Standards for grades Pre K-12 and the “common core”.
Theoretical Studies
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This course offers a detailed and in-depth study of the concepts and theories of the psychological and sociological aspects of linguistics. Linguistics is the study of the origin and formation of human speech and language. This course introduces two other dimensions to speech formation and language acquisition: the psychological, which deals with the intrapersonal (cognitive, affective behavioral); and the sociological, which deals with the interpersonal and society’s impact on language and speech formation and meaning. The course will require in-depth research of the biological basis of language, speech production, sentence processing, discourse, the lexicon and language acquisition. The course will discuss how language is influenced by the social environment and the relationship between language and power; regional and stylistic variations of language; multilingualism, language ecology and ideology.
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This course will provide students with an understanding of the complex theoretical underpinning and processes of first and second language acquisition. It also aims to develop students’ awareness if the socio/cultural influences that shape language, language choice, and language use.
Cultural Studies
The College believes that affirmation of students’ culture is essential to their learning process; Cultural Studies courses supplement as context for the learning processes of the previous four types of courses.
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The advanced Spanish composition course is designed to further the development of writing skills for the production of imaginative and expository essays. The purpose of this course is to enhance the reading and writing skill in Spanish together with the appreciation of literature by engaging in the reading of some classic authors such as Azorin, Juan Ramon Jimenez, Jose Luis Gonzalez, Juan Bosch, Isabel Allende, Rosario Ferre. The students will comprehend the assigned reading materials and will analyze the syntax and the style that they will use as models for writing their own composition.
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The purpose of this course is for students to be able to conduct in-depth study and comprehension of the concepts and theories of the English language regarding syntax semantics, phonology, phonetics, morphology and grammar, and apply them to the teaching English language learners from Pre K to 12. Students will be able to review relevant research literature and critically analyze the structure and functional uses of the English language through the listening, speaking, reading and writing of English language learners. Special attention will be given to the description synthesis and evaluation of ideas and classroom experiences into hypotheses about how the structure of the English language is learned and affected by or affects the perceptions and culture of second language learners.
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The purpose of this course is to explore in-depth the international perspectives on bilingualism and second language learning in the global society. Nationalistic policies, language ideology and language maintenance will be reviewed; the media of biliteracy multimodal education and teaching methods in the multiethnic/multilingual classroom; the development of pedagogy for multiliteracies; and the roles and collaboration of parents, teachers, and communities in facilitating the inevitable transitions from a one language to a multilanguage world.
Independent Studies
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The Portfolio is in partial fulfillment of the requirements for the Master’s degree in TESOL. It documents intellectual skills, humanistic attitudes and values, experiential, theoretical and cultural knowledge acquired by participation in individualized and group courses, focused colloquia, field experiences and practice as facilitators of learning, under the supervision of certified cooperating teachers, with commitment to the New York State Learning Standards.
Individualized Instruction
The Individualized Instruction courses in the Generic Studies Core Curriculum program require students to demonstrate self-awareness and mastery in the use of critical, intellectual skills necessary for understanding the generic principles of the liberal arts and sciences. At Boricua College, the study of these mental processes is referred to as Cognitive Science.
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The aim of this course is to expand and deepen students’ comprehensive understanding of the foundations, theory and practice of bilingual education and the multicultural perspectives currently influencing the field of education. Linguistics and English grammar and its relevance for bilingual education and second language learning; historical, cultural and legislative-political influences on teaching and learning; Readings and research on: court decisions, laws and policy statements pertaining to classroom instruction and second language learners, language acquisition, applied linguistics, bilingual special education, and multicultural education; Critical awareness of special education mandated by policy and law.
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The purpose of this course is to train teachers to teach to the N.Y. State Standards and common core curriculum in Social Studies. Students will be able to demonstrate how to develop in children a series of intellectual skills and use them for understanding the history of the United States, New York and the world, geography, economics, government, civics, citizenship and democracy.
