T E S O L MA
Program Purpose
The purpose of the Master of Arts degree in Teaching English to Speakers of Other Languages (TESOL) is to prepare students to evaluate principles underlying effective research and to develop some depth in the following areas: (1) specialized teaching knowledge and skills, and (2) curriculum development, materials development, or administration and supervision.
The TESOL MA program provides professional-level preparation for careers in teaching English to speakers of other languages in any of the following areas:
- Intensive English programs at universities
- ESL/EFL courses for private companies
- English as a foreign language (in non-English speaking countries)
- Supervision/Administration of ESL/EFL programs
- ESL/EFL teacher preparation
- Community college and university-level ESL courses
- Adult education ESL programs for immigrants and refugees
Completion of the MA TESOL program also provides a student with appropriate preparation for further study at the doctoral level.
Learning Outcomes
Students completing an MA in TESOL will accomplish the following four program learning outcomes:
Systems of Human LanguageIn support of their teaching knowledge and skills, students will demonstrate a sophisticated understanding of the major systems of human language (phonology, morphology, lexicon, syntax, grammar, semantics, & pragmatics) and how these are integral to language learning.
In further support of their teaching knowledge and skills, students will analyze and apply theories of second language learning and acquisition.
Students will analyze, perform, and communicate professional-levels of research associated with their sophisticated levels of teaching knowledge and skills, understanding of the systems of human language, and language learning theories.
Examine second language teaching strategies and procedures and apply accepted principles of effective lesson planning, materials development and language testing.
Evidence of Learning
Direct Measures
1. A well-written MA thesis/project
2. A professional teaching portfolio
3. Supervisory observation and mentoring reports of students' classroom teaching
4. A written philosophy of language teaching that embodies current language learning theories and practices
5. A creative and well-organized teaching materials file
6. An organized curricula and lesson plans which include a thorough needs analysis, effective goals and objectives, appropriate language learning activities, and assessment tools
7. Traditional course-level assessment tools, including oral and written exams, essays, research papers, projects, and oral presentations
8. English Language proficiency exams (OPI to assess speaking and the completion of an advanced writing class [or equivalent]) for non-native speakers of English
Indirect Measures
1. Annual external reviews of Master's theses and projects
2. Bi-annual student progress reviews by graduate faculty
3. Exit interviews with graduating Master's students
4. Surveys of near-graduates in capstone course (Ling. 695)
5. Individual course/instructor evaluations
6. Faculty/student advisement interviews
7. University-administered alumni survey
Learning and Teaching Assessment and Improvement
1. The TESOL Graduate faculty will meet on an annual basis to review data collected from focus groups of graduating students, alumni surveys, and surveys gathered from students completing the capstone course. The data will be used to review the graduate program structure and course offerings, as well as to identify action items to be addressed to enhance student learning within the graduate program and individual courses.
2. The department chair (or associate chair) holds an annual stewardship meeting with individual faculty to review the faculty member's performance in three areas: teaching, scholarship, and citizenship. As part of this meeting, online student ratings are reviewed for classes taught by the faculty member and students' comments are discussed in an effort to promote more effective teaching and learning within the department.
3. Ongoing peer review of faculty members' teaching is encouraged and facilitated within the department. For faculty who are involved in each of the continuing faculty status and rank advancement reviews (3rd year, 7th year, and full professor reviews), faculty visit the classes of candidates and review appropriate teaching materials. Feedback is given to the candidates regarding their classroom teaching as well as the learning activities and materials used. Faculty are also encouraged to use the resources available through BYU's Center for Teaching and Learning to receive specific feedback from students regarding the teaching and learning that occurs in their courses.