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Description of the TESOL Programs
Step-by-Step Program Checklist
Program Vision
Program Mission
Selected Reading
Miscellaneous

Description of the TESOL Programs

We offer two TESOL programs: the Master of Arts Degree in TESOL and the ESL Certificate. The Master of Arts Degree in Teaching English to Speakers of Others Languages (TESOL) prepares teachers for a wide variety of positions both in the U.S. and abroad. The program empahsizes language acquisition, teaching methodology, language testing, research, and sociocultural influences. The certificate program is designed to prepare and qualify teachers to work in classrooms or other educational settings where students are learning to speak, read, and write English as a second language (kindergarten through adult levels).

Admission

First, the prospective student must gain admission to the university with graduate status. Applications can be obtained by writing to the CSLA Admissions Office. If approved, prospective students must make formal application to the Charter College of Education and TESOL Program, and consult a faculty advisor for program planning (call 323-343-4330 for office hours).

Requirements

In addition to university requirements for admission to graduate study, the TESOL Program requires that applicants (a) have a 2.75 grade point average for the last 90 quarter units attempted, (b) have completed the CSLA course TESOL 400(Linguistics in Education or ENGL 401 (English Literature in America) or an equivalent Introduction to Linguistics course. In addition to these prerequisites, all non-native English speakers, regardless of citizenship, must have a minimum 600 score on the paper and pencil Test of English as a Foreign Language (P&P TOEFL) or a minimum 250 score on the computer-based TOEFL (CBT TOEFL). These requirements must be met before a student can be admitted into the program. If your TOEFL score is below 600 or 250 consider taking some of the American Culture and Program(ACLP) courses at CSULA. For information in these courses, please go to the ACLP Website, http://www.calstatela.edu/exed/aclp/.

Prerequisites

TESL 400 - Linguistics in Education or English 401 - English Language in America or equivalent; with a grade of B or better. One year of college level study in a foreign language or the equivalent. Non-native speakers of English (regardless of citizenship, if you have not been in an undergraduate program in an English-speaking country). Minimum 600 score on the Paper and Pencil TOEFL or 250 on the Computer-Based TOEFL.

Requirements for the Masters Degree (45 units)

A total of 45 units is required, with at least 23 in 500 level courses. A comprehensive examination, or a thesis or project is required. There is a limit on credit that may be earned in variable-unit courses. Required Core (28 or 32 units).

TESL 560 Theories of Teaching and Learning Second Languages (4)

TESL 561 Pedagogical Grammer for Teachers of ESL/EFL (4)

OR ENGL 405 Modern English Grammar (4)

TESL 562 Methods for Teaching Second Languages (4)

TESL 564 Teaching ESL for Academic Purposes (4)

TESL 567A Language Testing (4)

TESL 568* Practicum in English as a Second Language (4)

TESL 570 Educational Sociolinguistics (4)

OR ANTH 470/ENGL 403 Language and Culture (4)

EDFN 500 Evaluation of Educational Research (4)

* May be waived for students with substantial ESL/EFL teaching experience who successfully

demonstrate their teaching competency (must be certified by a TESOl program faculty member)

TESOL Electives

TESL 565 Using Computers in the Language Classroom (4)

TESL 566 English Phonetics for Second Language Teachers (4)

TESL 567B Current Issues in Language Testing (4)

TESL 569 Language Planning and Language Policy (4)

TESL 570 Educational Sociolinguistics (4)

TESL 571 Seminar: Discourse Analysis in the Language Research (4)

TESL 572 ESL/EFL Course, Syllabus and Materials Design (4)

TESL 573A Seminar: Issues in Classroom Second Language Research (4)

TESL 573B Current Issues in Second Language Research (4)

TESL 574 Educational Psycholinguistics (4)

TESL 575 The EFL/ESL Reading - Writing Connection (4)

TESL 597 Graduate Research (1-4)

TESL 598 Graduate Directed Study (1-4)

Other Electives

Students may choose any relevant upper division undergraduate or graduate course offered at the

university; course must be approved prior to taking it by a TESOL program faculty member.

EDFN 452** Statistics in Education (4)

EDIT 430 Introduction to Computers and Their Uses in Classroom (4)

ANTH 470 Language and Culture (4)

COMD 455 Natural Processes of First Language Acquisition (4)

COMD 456 Development of Verbal Behavior in Childhood (4)

EDCI 453 Teaching in Bilingual/Crosscultural Schools (4)

EDCI 549 Developing English Reading/Language Arts Skills in (4)

Bilingual/Crosscultural Individuals

EDSP 408 Cognitive and Linguistic Processes in Exceptional Individuals (4)

ENGL 400 Introduction to Linguistics (4)

ENGL 403 Language and Culture (4)

ENGL 405 Modern English Grammar (4)

ENGL 504 Seminar: Theory of Composition and Rhetoric (4)

ENGL 505 Seminar: Language & Literacy (4)

** Required course for Thesis or Project Option

Comprehensive Examination (0 units) or Thesis or Project (7 units)

TESL 596 Comprehensive Examination (0) or

TESL 599A Thesis or Project Planning (3) plus

TESL 599B Thesis or Project (2) plus

TESL 599C Thesis or Project (2)

TESOL Certificate

This program is designed to prepare and qualify teachers to work in classrooms or other educational settings where students are learning to speak, read, and write English as a second language (kindergarten through adult levels).

Requirements for the Certificate (minimum 32 units) In addition to course requirements, a passing UNIV 400--Writing Proficiency Examination (WPE) score and a valid California teaching credential, or eligibility for one, are required for issuance of the certificate. A minimum B (3.0) grade point average is required in all course work on the program. Refer to the Graduate and Post-baccalaureate Study chapter of the Cal State General Catalog for general regulations governing all certificate programs.

Required Courses (32 units) TESL 400, Linguistics in Education (4) or ENGL 401 English Language in America (4) EDCI 453 Teaching in Bilingual/Crosscultural Schools (4) EDCI 549 Developing English Reading/Language Arts Skills for Bilingual/Crosscultural Individuals (4) EDFN 562, 563 Methods For Teaching Second Languages (4) EDFN 560 Theories of Teaching and Learning Second Languages (4) EDFN 567A Language Testing (4) EDFN 568 Field Work in English as a Second Language (4) Optional Electives (select in adviser consultation): EDFN 540AB, 566, 569, 570, 571, 572, 573AB, 574, 567B EDIT 452 EDSP 408 ENGL 405.

Step-by-Step Program Checklist

1. Apply to the university for graduate admission (Administration Bldg. 101).

2. Submit application to TESOL Program (King Hall C2098). (NOTE: you will be notified by mail 4-6 weeks after the application is received)

3. Schedule an appointment with a TESOL faculty advisor to plan your M.A. program contract. (NOTE: TESL 400 or ENGL 401 or EDSP 408 or equivalent is a prerequisite to the program. You must have passed it with at least a 'B' grade prior to filling out your M.A. program contract.) See page for a list of TESOL faculty advisors. Students seeking advice on any aspect of the program can meet with any of the listed faculty advisors. You will not be assigned to a specific faculty member for the duration of your enrollment.

4. Submit application to Charter College of Education (King Hall D2070).

5. The sequence of required courses begins with TESL 560, offered only in Fall Quarter. Students wishing to finish the degree program in a timely manner should begin in the Fall Quarter. (NOTE: Students who begin earlier than Fall Quarter or who wish to transfer graduate credits from another institution should note that no more than 13 quarter units may be counted towards the degree as of the date the M.A. program contract is submitted. See Step 3 above.)

6. All students must take and pass the UNIV. 400 - Writing Proficiency Exam (WPE) their first quarter here at CSULA.

7. After completing 16 units and passing the WPE, students must apply for Advancement to Candidacy (Form EGS - 10 see in Appendix).

8. Begin planning for culminating experience.

A. Students who wish to take the Comprehensive Exam:

(1). Need to clear all outstanding Incomplete grades.

(2). Need to submit an application in the TESOL Program Office (KH C2098) by the 5th week of the preceding quarter when you will be taking the exam.

B. Students who wish to do a Thesis/Project:

(1). Need an advisor's approval

(2). Need to take EDFN 452

9. Apply for graduation one quarter before you plan to graduate.

 

Description of the Courses

REQUIRED CORE (28 or 32 units)

TESL 560 (4 units):  Theories of Teaching and Learning Second Languages.

Prerequisites: TESL 400 or ENGL 401 or EDSP 408 or Equivalent. Addresses major questions such as how first language acquisition compares with second, which affective/cultural variables have an impact on second language teaching/learning, and which teaching approaches are advantageous.

TESL 561 (4 units):  Pedagogical Grammar for Teachers of ESL/EFL

Prerequisites: TESL 400 or ENGL 401, TESL 560. Consideration of the role of grammar in second/foreign language teaching and survey of the structure of English grammar for ESL/EFL teachers; strategies for presenting grammatical forms to non-native speakers.

OR

ENGL 405 (4 units):  Modern English Grammar

Prerequisite: TESL 400 or ENGL 401. Transformational generative analysis of contemporary morphology and syntax; its relationship to alternate grammars of English.

TESL 562 (4 units):  Methods for Teaching Second Language

Prerequisite: TESL 560. Current instructional methods for teaching second languages to students at beginning levels (kindergarten through adult).

TESL 564 (4 units):  Teaching ESL for Academic Purposes

Prerequisites: TESL 560, 562. Teaching techniques for preparing ESL students for university-level academic study.

TESL 567A (4 units):  Language Testing

Prerequisite: EDFN 452 or 500, TESL 560. Analysis of testing and evaluation in second language programs; emphasis on evaluating effectiveness of teacher-made tests and current standardized test instruments used for assessing language proficiency.

TESL 568 (4 units):  Practicum in English as a Second Language

*May be waived for students with substantial ESL/EFL teaching experience; must be certified by TESOL program faculty member

Prerequisite: TESL 562 and Supervised field experience in teaching ESL.

TESL 570 (4 units):  Educational Sociolinguistics

Prerequisite: TESL 560. Influences of community, home and school on language acquisition process. Language policy, social and linguistic change, cultural variations described; current status assessed; related cultural and pedagogical issues raised.

OR

ANTH 470/ENGL 403 (4 units):  Language and Culture

Prerequisite: ANTH 250. Nature, origin and evolution of language. Survey of approaches and studies illustrating variations in the relation of habitual thought and behavior to language.

EDFN 500 (4 units):   Evaluation of Educational Research

Criteria for evaluation of educational research; critical analysis of representative research reports. Survey of educational research methods, planning a research study, organization of a research report. Credit allowed for only one of EDFN 500, 509 & 553.

TESOL ELECTIVES

TESL 561 (4 units):  Pedagogical Grammar for Teachers of ESL/EFL

Prerequisites: TESL 400 or ENGL 401, TESL 560. Consideration of the role of grammar in second/foreign language teaching and survey of the structure of English grammar for ESL/EFL teachers; strategies for presenting grammatical forms to non-native speakers.

TESL 565 (4 units):  Using Computers in the Language Classroom

Prerequisites: EDIT 430 or equivalent, TESL 560. This course explores the uses of computers in the language classroom (ESL & foreign language), including language learning through word processing, language practice, home-oriented and educational software, and the Internet.

TESL 566 (4 units):  English Phonetics for Second Language Teachers

Prerequisites: ENGL 405, TESL 562. The phonetics of English and the phonetic phenomena that occur in the major languages of ESL learners in the US. A detailed study of sounds of American English and other "Englishes".

TESL 567B (4 units):  Current Issues in Language Testing

Prerequisite: TESL 567A. Current specialized issues in language testing. Designed to explore topics from both theoretical and practical perspectives. Specific topics vary according to trends in the field. May be repeated to a maximum of 8 units for credit, with prior approval of TESOL.

TESL 569 (4 units):  Language Planning and Language Policy

Prerequisite: TESL 560. Survey of approaches to ESL/EFL language planning and policy including language maintenance, shift and standardization in multilingual and multicultural communities in the U.S. and abroad.

TESL 571 (4 units):  Seminar: Discourse Analysis in the Language Classroom

Prerequisite: TESL 560. A sociolinguistic analysis of interactional patterns, expectations, and communication strategies in the language classroom; emphasis on current studies with some direct experience in discourse analysis as a legitimate research method.

TESL 572 (4 units):  ESL/EFL Course, Syllabus and Materials Design

Prerequisites: TESL 400 or ENGL 401, TESL 560, 562. Survey of approaches to ESL/EFL course and syllabus design including materials selection, adaptation, development, and evaluation.

TESL 573A (4 units):  Seminar: Issues in Classroom Second Language Acquisition

Prerequisites: EDFN 452 or 500, TESL 560. Current research as it illuminates the second language acquisition process in classrooms. May be repeated to a maximum of 8 units for credit, with prior approval of a TESOL advisor.

TESL 573B (4 units):  Current Issues in Second Language Research

Prerequisite: TESL 573A. Current specialized issues in second language research. Designed to explore topics from both theoretical and practical perspectives. Specific topics vary according to trends in the field. May be repeated to a maximum of 8 units for credit, with prior approval of a

TESL 574 (4 units):  Educational Psycholinguistics

Prerequisite: TESL 560. Survey of psycholinguistic research related to language learning and teaching. Addresses issues of comprehension, production, and acquisition. Related pedagogical issues are raised.

TESL 575 (4 units):  EFL/ESL Reading-Writing Connections

This course examines EFL/ESL reading-writing theory and pedagogy in adult EFL/ESL classooms and English for academic purposes classrooms in Intensive English Programs and community colleges.

TESL 597 (1-4 units):  Graduate Research

Prerequisite: EDFN 500, instructor consent to act as sponsor, division approval of project prior to registration. Independent research under guidance of faculty. May be repeated for credit. Graded CR/NC.

TESL 598 (1-4 units):  Graduate Directed Study

Prerequisite: A B (3.0) grade point average in all graduate work in education, consent of division chair and of instructor to act as sponsor. Independent directed study of advanced topics in TESOL; regular conferences with sponsor. May be repeated for credit.

OTHER ELECTIVES

Students may choose from relevant upper division undergraduate and graduate courses offered at the university with TESOL program faculty approval. Electives popular in previous years include:

EDFN 452 (4 units):  Statistics in Education

Required class for MA TESOL Thesis and Project.

Prerequisite: One year of algebra. Introduction to descriptive and inferential statistics basic to understanding and conducting educational research, including measures of central tendency, variability, covariability, sampling theory, interval estimation, testing statistical hypothesis.

EDIT 430 (4 units):  Introduction to Computers and Their Uses in Classrooms

Prerequisite: Multiple or Single Subject credential methods courses. Computer hardware, software, and related technology and their uses in and impact on society and education; hands-on experience with applications software, instructional software, and classroom management tools.

EDSP 408 (4 units):  Cognitive and Linguistic Processes in Individual with Special Needs

Prerequisite: EDSP 400. Theories and sequences of cognitive and linguistic development: impact of disabilities and culture; informal techniques of assessment of communication skills.

ENGL 504 (4 units):  Seminar: Theories of Composition and Rhetoric

Prerequisite or corequisite: ENGL 401. Theory and research in composition and rhetoric.

ENGL 505 (4 units):  Seminar: Language and Literacy

Prerequisite: ENGL 401. Theories of language structure as they apply to contemporary usage.

COMPREHENSIVE EXAMINATION OR THESIS/PROJECT

TESL 596 (0 units):  Comprehensive Examination

Prerequisite: Advanced to candidacy; completed all required core courses and has only 8 units of elective classes in the quarter

OR

TESL 599A:  Thesis or Project Planning (3)

Prerequisites: EDFN 452 or another advisor approved research course, and 500 or 553, advancement to candidacy, written approval of thesis chair. Prior to completion, student will have completed draft of thesis or project proposal, selected a thesis committee, and submitted draft of thesis or project proposal to thesis committee. Graded CR/NC.

TESL 599B:  Thesis or Project (2)

Prerequisites: TESL 599A, written approval of thesis committee chair. Prior to completion, student will have submitted a final draft of thesis or project proposal to thesis committee. Graded CR/NC.

TESL 599C:   Thesis or Project (2)

Prerequisites: TESL 599B, written approval of thesis committee chair. Completion of thesis or project under direct supervision of thesis committee. Graded CR/NC.Prerequisite: Instructor approval.

Recommended Sequence of Required TESOL Courses:

Fall Quarter	Winter Quarter	Spring Quarter
TESL 560	TESL 562	TESL 564
TESL 570	TESL 567A	TESL 561

Program Vision

The TESOL MA program endeavors to prepare educators to be both informed practitioners and effective researchers by providing a pedagogically and theoretically sound knowledge base and by encouraging respect for differences in language, culture, belief systems, and values.

Program Mission

The TESOL Program prepares teachers for a variety of classroom situations in English as a Second Language (ESL), English as a Foreign Language (EFL), and English for Specific Purposes (ESP) settings, in elementary through adult instructional contexts, both in the United States and abroad. It is committed to providing a broad knowledge base in the following areas: linguistics, first and second language acquisition processes, social and cultural factors in second language learning, current theories and methods of second language teaching, testing and evaluation, research design and statistics, discourse analysis, and curriculum and materials design. Faculty and students accomplish this mission through collaborative efforts, locally, nationally, and internationally and through excellence in teaching, research, and professional service. The TESOL Program also provides educators with a research knowledge base that aids them in becoming effective consumers of research and prepares those who are interested to pursue advanced training in Applied Linguistics. A brief summary of each major area is presented below.

1. TESOL Foundations and Research Methods.

A basic introduction to linguistics and applied linguistics forms the basis for TESOL professionals in training. This includes a broad understanding of the core branches of linguistics (phonetics, phonology, morphology, semantics, syntax, pragmatics, discourse, language variation, language acquisition, among others) and how these fields of study are applied in educational social contexts.

Inquiry is encouraged across the curriculum. Both quantitative and qualitative research approaches are stressed, and both process and product are explored in relation to language teaching and learning.

2. Second Language Acquisition Theory and Research.

The study of second language acquisition includes an understanding of innatist, cognitivist, functionalist, and interactionist perspectives on how languages are learned in a variety of settings inside and outside the classroom. The research areas which will be examined include, among others, universal grammar, individual differences, learning strategies, communication strategies, social factors, instructional contexts, input and interaction, and language transfer.

3. Second Language Pedagogy.

Instruction in second language pedagogy is designed to provide students with an understanding of how to apply integrated approaches to the teaching of listening, speaking, reading, writing, and grammar in the second language classroom, making use of the full range of technological tools. The classroom teaching methodologies covered include Total Physical Response, the Silent Way, the Natural Approach, Communicative Language Teaching, Content-based Instruction, Task-based Learning, multiple literacies.

Emphasis is placed on the view that language learning needs to be integrated across the curriculum and on the notion of language teacher-content instructor collaboration. Moreover, learner needs in professional or vocational settings must be taken into account in course and curriculum design. Second language pedagogy prepares second language teachers to meet the needs of diverse students such as those placed in Vocational and adult English as a Second Language programs, and English for Academic Purposes programs.

4. Language Assessment.

The study of language assessment includes an understanding of the different approaches to assessing first or second language ability for educational or employment purposes through formal and informal measures. Analyses of teacher-made tests and state-mandated standardized tests will be given priority. Incorporated into these analyses will be test quality concepts such as validity and reliability of test scores, fairness of test use and testing for linguistically diverse groups and test takers with disabilities.

5. Sociolinguistics.

The vast range of cultural, educational, and socioeconomic backgrounds of language learners is reflected in their sociolinguistic diversity. In order to meet their needs, a foundation in sociolinguistic theory and research introduces students to both macro- and micro-sociolinguistic concepts including language standards, planning, and policy; language variation and language change across regions and time; language and interaction; and language and social identity. These concepts are applied to issues language learners face in institutional and noninstitutional settings, including intercultural communication, test-taking, classroom language learning, job-interviewing, and gender-related (mis)communication, to name just a few.

Selected Readings

Please click here for the full selected reading list in PDF format.

Miscellaneous

RECOMMENDED DATABASES

On-line computer databases from OCLC:  ERIC, Humanities Index, Modern Language Bibliography (MLA), Article1st, Dissertation Abstracts, PsycINFO, Education Abstracts, and Sociological Abstracts.

On-line computer databases from CSA:  Linguistics and Language Behavoir Abstracts

EBSCOHost:  ERIC

Print indexes:  Education Index, Linguistics and Language Behavior Abstracts.

You may use ERIC or any of the available databases to locate your journal articles.

A Word About Computers/Databases/E-Mail

An important part of a student's degree work is library research. Since the CSLA library has converted exclusively to computer databases for its library catalogue and other reference materials, every graduate student is expected to be able to utilize these services. The library offers numerous workshops to assist the novice in acquiring the requisite skills.In addition, each faculty member maintains an e-mail account. Students may choose to write to faculty members using their e-mail accounts. In order to obtain a computer account students must go to Academic Technology Support, King Hall D140, present a current CSLA ID card and a current fee receipt, and request a student NIS account. Students must pick up their personal account information in person, in King Hall D140.