Online Master’s in Teaching English to Speakers of Other Languages (TESOL) Programs
Teaching English to speakers of other languages (TESOL) is the current term for the field in which educators use specialize knowledge, skills, and methodologies to cultivate English language proficiencies in students of all ages whose primary language is not English. TESOL professionals work at every level of the educational system, including elementary and secondary schools, colleges and universities, and adult education and vocational centers. Drawing on expertise in linguistics, language acquisition processes, reading and writing skills, and various formal methodologies for teaching English to non-native speakers, TESOL professionals teach students to speak, read, write, and express themselves in English, helping to prepare them for further education, jobs or career advancement, and cultural assimilation.
TESOL professionals employ an array of specialized techniques to achieve positive outcomes. These include, but are not limited to, communicative language teaching (CLT), content-based instruction (CBI), computer-assisted language learning (CALL), and talk-based language learning (TBLL). While they are typically not required to speak a language other than English, TESOL professionals cultivate empathetic cultural competencies, along with learning pedagogy, instructional design strategies, and curriculum assessment skills. Master’s in TESOL programs prepare teachers, education professionals, and other bachelor’s program graduates to work in settings where teaching English as second language (ESL) teachers are needed.
Note: Teaching English to speakers of other languages (TESOL) is currently one of the more common terms used by master’s programs in the field. Other terms, including teaching English as second language (ESL), teaching English as a foreign language (TEFL), and teaching English as an additional language (TEAL), may be used by colleges and universities.
What is a Master in TESOL Degree?
A Master’s in TESOL degree is a graduate-level academic program that culminates in the conferral of a master’s degree and provides students with focused training in teaching English as a second language. These programs are general offered by schools of education, divisions of professional development, or other departments housed within larger colleges and universities. They are designed to prepare students for the challenges of teaching non-native speakers how to communicate effective using the English language and equip students of all ages with English reading, writing, and speaking proficiencies.
Students in TESOL master’s programs learn to apply pedagogical principles and various theories of learning and language acquisition to the specific challenges of learning English. They cultivate assessment and curriculum development skills, learn to use differentiated instructional techniques, and study the latest theories and practices related to teaching English as a second language. In addition to didactic coursework, Master’s in TESOL programs commonly include practical experiences in classrooms, schools, and other setting where English language learners are present.
Online Master’s in Teaching English to Speakers of Other Languages Programs
Academic programs that are designated as online utilize digital learning management systems (LMSs) to deliver all or most of their didactic instruction using web-based platforms. This allows students who live outside of commuting range of the school offering the program and others who prefer not to attend campus-based classes a more flexible and convenient alternative to traditional, campus-based programs. It is important to note that the content of an online graduate program is equivalent to that of a campus program. Live and pre-recorded lectures and class sessions are accessed via a program’s LMS, as are assignments, exams, and other class materials. Students in an online program also typically participate in online class discussion boards and communicate with instructors via the program’s LMS.
Online Master’s in TESOL programs provide training and instruction in the theories, practices, and methodologies of teaching English as a second language and prepare students for teaching careers in elementary and secondary schools, colleges, universities, workforce development programs, community centers, and other settings. In addition, many programs include site-based practical experiences during which students work in supervised settings where English as a second language students are taught. For online students, student teaching hours are typically completed at a location near their place of residence. While many programs do not require students at attend any campus-based classes, some programs have a limited number of campus visits built into their curriculum. These campus sessions are generally short in duration and held at times that are convenient for working professionals (e.g., during the summer).
How OnlineEducation.com Identifies and Classifies Online Master’s in TESOL Programs
There are three basic types of degree programs that provide graduate training in TESOL at the master’s level: Master of Arts (MA), Master of Education (MEd), and Master of Science (MS) programs. Other designations may include Master of Arts in Teaching (MAT) and Master of Science in Education (MSEd) programs in TESOL, EFAL, TEFL, or ESL. To be considered a Master’s in TESOL program, the curriculum must focus primarily on teaching English as a second language and the program must culminate in the conferral of a master’s degree.
OnlineEducation.com researches master’s in education programs in order to identify programs that are offered online and that provide training in teaching English to non-native speakers. The online designation indicates a program uses distance learning technologies to deliver all or most of its didactic instruction. Programs that require more than two campus visits per year are considered hybrid programs and not online programs, and are therefore not listed on the site. Finally, all programs on the site are offered by accredited, non-profit colleges and universities.
What Students Learn in Online Master’s in TESOL Programs
Master’s in TESOL curricula vary by program but generally include courses that cover linguistics theory, the science of language acquisition, educational research methodologies, curriculum assessment and development, and strategies for working with students from diverse backgrounds. Evaluating each language learner’s abilities and needs, working with computer-assisted language learning technologies, and aligning differentiated instructional methods with individual learners are applied skills that most programs cover as well. Finally, some online Master’s in TESOL include an internship or practicum to help prepare graduates for certification, licensure, or state endorsement in ESL education.
For curricular guidance, master’s programs may align their curriculum fully or in part with the Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs compiled by the TESOL International professional organization. There are five distinct English language learner (ELL) standards for TESOL educator training outlined by TESOL International:
- Knowledge about language
- ELLs in the sociocultural context
- Planning and implementing instruction
- Assessment and evaluation
- Professionalism and leadership
Common Courses in Online Master’s in TESOL Education Programs
The table below provides an overview of courses commonly offered as part of a Master’s in TESOL program. The names and descriptions are drawn from online programs currently offered by accredited, non-profit colleges and universities.
| Course Title | Course Description |
|---|---|
| Fundamentals of Curriculum Development | Explores how curriculum development specialists help teachers, and other education professionals create optimal learning environments for students of varying ages and levels. |
| Languages and Cultures | Examines sociocultural diversity issues and realities as they relate to English language learning and introduces culturally responsive teaching methods, and the benefits of cross-cultural awareness. |
| Applied Linguistics | Develops grounding in the theoretic foundations of the English language, including phonology, morphology, semantics, syntax, contextual usage, and the subtleties of inference and non-verbal cues. |
| Research Methods and Techniques | Examines education research principles, concepts, and techniques, focusing on scientific inquiry and problem-solving in both research production and analysis of published literature. |
| Teaching Methods and Materials | Presents theory and practice in current language teaching methods and strategies for designing, developing, and evaluating English language learning materials for different ages and contexts. |
| Psychology and Sociology of Language and Bilingualism | Examines the social and psychological aspects of bilingualism in relation to current theory and research, and the processes of first and second language acquisition and use. |
| Aspects of Reading for Multilingual Learners | Explores the role of literacy for linguistically and culturally diverse learners, the differences between reading in one’s first and second language, the role of vocabulary in comprehension, and the attainment of reading English with primary-language literacy. |
| Human Development in Cross-Cultural Perspectives | Introduces the cross-cultural framework for studying development from birth through adolescence, including the effects of cultural characteristics, socioeconomic levels, and heritage on development. |
| Assessment in TESOL | Presents an overview of diagnostic methods and instruments used to identify and help students with learning difficulties in second language acquisition, including the areas of reading, writing, listening, and speaking. |
| Methods of TESOL | A study of the objectives and methods of ESL education, including teaching techniques and listening, speaking, reading and writing in ESL settings; and various ESL teaching modalities are explored, including communicative language teach (CLT), content-based instruction (CBI), and computer-assisted language learning (CALL). |
Admissions to Online Master’s in TESOL Programs
The baseline requirement for admission to a master’s program is a bachelor’s degree from an accredited college or university, and some master’s programs require or prefer candidates to have a cumulative GPA in the range of 2.75 to 3.0 on a four-point scale. While most online Master’s in TESOL programs do not require applicants to have training in a second language, some programs are designed for practicing teachers who are interested in specializing in ESL teaching and who already hold a state-issued teaching license or certification. Other programs do not require prior licensure but may require applicants to have taken courses in literature, writing, and/or linguistics.
In addition to submitting an application, candidates typically must submit official transcripts along with a resume or CV that includes any relevant work experience. While graduate school standardized admission test scores (e.g., the GRE exam or Miller Analogies Test) are no longer required by most programs, some programs may still require students to submit GRE or MAT scores along with a personal state or essay, and two or three letters of recommendation. While not as common, some online programs may request a virtual interview with applicants as well.
Online Master’s in TESOL Format Options
All online programs have differentiating factors that can impact the learning experience for students and are thus worth examining prior to submitting an application. The three primary variables are online instructional methods (synchronous vs. asynchronous instruction), full-time vs. part-time enrollment, and whether or not a program requires campus visits. Each of these factors is reviewed in detail below.
Synchronous vs. Asynchronous Instruction: Synchronous online instruction takes place in real-time and incorporates regularly scheduled live lectures and virtual class sessions, which are typically held once or twice per week at times that are convenient for working professionals (e.g., in the early morning, late evening, or on the weekends). Students usually log on to a program’s LMS and use video conferencing software to attend the live virtual lectures. Asynchronous online instruction encompasses all forms of instruction that do not have a real-time component, including pre-recorded, on-demand lectures and instructional modules, reading and writing assignments, research, and exams. While all online programs use asynchronous instruction in the form of readings and assignments that students are expected to review on their own time, not all online programs utilize synchronous instruction.
The advantages of synchronous instruction are primarily a function of the learning experience. Synchronous instruction is a mode of online instruction that typically appeals to students who prefer a more structured learning environment and classes that are similar in flow to campus-based courses. Asynchronous instruction gives students greater scheduling flexibility, as they can access and view instructional activities at their convenience, 24-7. However, asynchronous instruction also requires a greater degree of self-motivation and self-discipline, as students must take responsibility for keeping up with course syllabi in the absence of regularly class meetings.
Part-Time vs. Full-Time Enrollment: Master’s programs generally consist of two, three, or four academic semesters of full-time coursework. Students enrolled on a full-time basis should expect to spend 40 or more hours per week on coursework while school is in session and can graduate in 12 to 24 months. While there are full-time online Master’s in TESOL programs, many online degree programs have part-time or flexible enrollment options that allow students to reduce the number of hours per week they spend on school, cutting that commitment by as much as half. However, part-time enrollment increases the time to completion, typically by six months or more, and most students who enroll part-time take two to three years to graduate.
An additional factor that can impact graduation time is the term structure or academic calendar the school uses for their online graduate programs in education. In addition to traditional 15-week semesters or 10-week quarters, some schools offer terms that are four, five, six, or eight weeks in length. This allows students to take one or two courses per shorter term which is equivalent to taking three or four courses over a 15-week semester. Programs may also offer courses year-round, which can give full-time students the option of earning their degree in as few as 12 months, while part-time students can earn their degree in roughly two years.
Campus Visits: While many online Master’s in TESOL programs have required or optional practical experiences that students complete at approved sites where English as a second language is taught (online students typically complete practical experiences at a location within commuting distance to their place of residence), most do not require any campus visits. However, some programs require students to attend a limited number of campus-based sessions, typically for orientations, networking, seminars, and other learning experience. OnlineEducation.com classifies programs that require two or fewer campus visits per year as online programs, so some programs listed on the site may require students to complete a limited number of campus visits per year.
Online programs that require campus visits generally schedule these requirements over a long weekend or during the summer, and most last one week or less. Schools may refer to these sessions as intensives, immersion sessions, or residency sessions, depending on the program. Attending campus-based learning experiences can enhance the online degree experience, however, they can also add to the overall cost of the degree program, as travel and lodging for these sessions are not typically included in a program’s tuition and fees. Thus, potential applicants should review program requirements carefully in advance of filing an application to determine whether or not campus visits are required and if they would like to attend a program that incorporates this type of instruction into the curriculum.