Master of Arts in Teaching English to Speakers of Other Languages Courses

Marlboro's MA TESOL program is designed on the basis of two engaging, eight-week, summer intensives along with the intervening academic year, in which teachers use their own classrooms as their teaching internship site. The following is the 32-credit curriculum of the program, from the first summer through the following fall and winter terms and into the second summer intensive, followed by a list of courses. Because we take an inquiry approach to education, we have added some of the guiding questions that will determine the content of each course, in addition to course descriptions.

Spring/ Summer 1 cr. Fall cr. Winter cr. Spring/ Summer 2 cr.
MATL603 English Applied Linguistics I 3 MATL615 Seminar in Reflective Practice 3 MATL609 Teaching Practicum and Supervision 3 MATL611 Pedagogy II 3
MATL604 Intercultural Communication I 1 MATL618 Portfolio Development I 1 MATL619 Portfolio Development II 1 MATL612 Intercultural Communication II 2
MATL605 Principles of Language Teaching 1 MATL607 Curriculum and Assessment 3
MATL606 Technology and Teaching Portfolios 1 MATL614 English Applied Linguistics II 3
MATL616 Second-Language Acquisition 3 MATL620 Portfolio Development III/ Conference 1
MATL610 Pedagogy I 3
Total credits 12 Total credits 4 Total credits 4 Total credits 12

Course Descriptions

Teaching English to Speakers of Other Languages

Required Courses

MATL603 - English Applied Linguistics I

  • 3 credits
  • This is a required course

Students will analyze basic concepts and patterns of language in areas of phonology, lexicon, morphology, and syntax. Students will develop lesson plans and explore pedagogical implications that affect implementation. Guiding questions include: How can I understand the form, meaning and use of language and how can I design learning experiences that help students understand?

MATL604 - Intercultural Communication I

  • 1 credit
  • This is a required course

Students will begin to examine the nature of culture through exploring the Cultural Knowings Framework: knowing about (description), knowing why (interpretation), knowing oneself (response). The model will be explored through the examination of the student's culture and a target culture represented by the teaching context. Guiding questions will include: What do I need to learn about the culture of my teaching context? How will I learn to the culture of my students? How will I address culture as I teach language?

MATL605 - Principles of Language Teaching

  • 1 credit
  • This is a required course

Through a direct and intensive experience as a novice language learner, students will be facilitated in exploring the following questions: Who am I as a language learner? What are my strengths and weaknesses? What are the concepts and theories that apply to my experience? What am I noticing about myself as a language learner? How do I explain those observations? What applications can I make from this experience of myself as a learner that I can apply to myself as a teacher and as a member of a learning group?

MATL606 - Introduction to the Teaching Portfolio

  • 1 credit
  • This is a required course

This course will introduce collaborative online learning tools and explore their application to language teaching. Students will be introduced to a template for their own online professional portfolio which will serve as their culminating document at the end of the program. The questions explored will be: How do I document my learning in an electronic medium? How can I share my learning and learn from what others share?

MATL607 - Curriculum and Assessment

  • 3 credits
  • Taught in Spring
  • This is a required course

The intent of this course is to examine theories and methods of curriculum design and assessment appropriate for a variety of language learning contexts and apply them to the classroom. Students will critically examine how textbooks and curricula are designed, how the fours skills are handled, what view of language and learning is underlies the process and the product, and how schools make curricular and assessment decisions. They engage in this work not merely to extend their knowledge of theory, but to help them acquire useful and effective tools to enhance learning and teaching in their classrooms. To this end, they will engage in a design process for a specific context that results in a curriculum with a unit of materials and an assessment plan.

MATL609 - Teaching Practicum and Supervision

  • 3 credits
  • This is a required course

This is an online supervised practicum undertaken at the students teaching site/context. The aim of the course is for students to become competent, effective teachers committed to a process of continual learning. Through a guided process of observation, analysis and reflection, students work at developing a deeper understanding of themselves as teachers, of their learners and of the factors that facilitate the processes of learning and teaching. They apply the knowledge gained in earlier coursework and practice skills in a professional context.

Guiding questions include:
How do I examine my practice in light of the principles that I have identified as important to me? How do my learners learn and how can I facilitate this process? How do my practices align with what I have identified as facilitating learning? How can I improve the quality of learning in my classroom?

MATL610 - Pedagogy I

  • 3 credits
  • This is a required course

Students will develop a personal approach to teaching through examination and integration of past and present learning and teaching experiences in a variety of contexts. Study of teaching/learning processes and various approaches to language teaching will be explored. Guiding questions: What are the methods, techniques and tools teachers use to teach language? What are the guiding principles that guide their work?

MATL611 - Pedagogy II

  • 3 credits
  • Taught in Spring
  • This is a required course
  • Prerequisites: MATL610 Pedagogy I

Students will develop their personal approach to teaching in relationship to integration of the four skills: reading, writing, listening, and speaking. Students will design course units that develop and integrate learning in the four skills with an eye to answering: How can I teach language in an integrated way?

MATL612 - Intercultural Communication II

  • 2 credits
  • Taught in Spring
  • This is a required course
  • Prerequisites: MATL604 Intercultural Communication I

Students will further explore and develop intercultural competence and its implications and applications for the teaching and learning of languages. Students will examine the theoretical aspects of language, culture, and worldview; communicative competence, intercultural competence, and intercultural contact; issues of diversity and commonalities among human beings; and implications and applications for the classroom situation and for oneself as a language teacher. Guiding questions: What is the role of culture in language? What is my role as both a teacher and a cultural being?

MATL614 - English Applied Linguistics II

  • 3 credits
  • Taught in Spring
  • This is a required course
  • Prerequisites: MATL603 English Applied Linguistics I

Students will extend their understanding of English through analysis of patterns in the English language. They will develop greater comprehension of how languages work and develop the skills of linguistic analysis for use in their own teaching. Course areas include morphology, syntax, lexicon, and phonology.

MATL615 - Practicum in Reflective Practice

  • 3 credits
  • This is a required course

This fully online course will facilitate the development of the skills of reflective practice through practical application based on one's own, as well as others', classroom experiences and reflections. The course focuses on how to examine what's happening in your classroom, accurately interpret it, identify appropriate actions, and implement those to improve your teaching. Guiding question: How does one learn from/through reflecting on one's own practice?

MATL616 - Second-Language Acquisition

  • 3 credits
  • Taught in Spring
  • This is a required course

This course considers processes, stages, strategies, and styles of language development as well as personal, psychological, sociocultural, biological, and linguistic factors that influence language development. Students will explore the following questions: Are my students learning? How do I know? What theories, concepts, and practices from the literature help me understand or interpret my students' learning? How can I teach in such a way that learning is at the center of my work?

MATL618 - Portfolio Development I

  • 1 credit
  • This is a required course

This is an on-going seminar in which students peer-review elements of their developing professional portfolios facilitated by a faculty member.

MATL619 - Portfolio Development II

  • 1 credit
  • This is a required course
  • Prerequisites: MATL618 Portfolio Development I

This is an on-going seminar in which students peer-review elements of their developing professional portfolios facilitated by a faculty member.

MATL620 - Portfolio Development III/ Conference

  • 1 credit
  • Taught in Spring
  • This is a required course
  • Prerequisites: MATL619 Portfolio Development II

At the end of the program, each student will finalize the teaching portfolio they have been developing over the course of the program. Theportfolio will consists of a collection of documents and written reflections that demonstrate that the student has achieved the professional competencies of the degree. A final professional conference will be staged in which each student will make a formal, professional presentation of one portion of their portfolio. Guiding questions: How do I become an active participate in the profession? How do I document my learning?

Elective Courses

MATL670 - Portfolio Extension

  • Variable credits

Register for this zero credit class to complete Portfolio work.