Director of Graduate Program: James D. Hunter
Master of Arts in Teaching English to Speakers of Other Languages
The Master of Arts in Teaching English to Speakers of Other Languages (MA/TESOL) program offers courses and a practicum for students who are interested in the learning and teaching of English to speakers of other languages. The MA/TESOL degree is designed to prepare professional and knowledgeable English as a Second Language (ESL) teachers as well as language specialists who help students develop linguistic and intercultural communication skills. In addition to persons interested in pursuing TESOL education preparation, current and future teachers of foreign languages are also invited to enroll in coursework dealing with language acquisition and language teaching methodology, which have broad applicability in a variety of settings.
The MA/TESOL knowledge base examines these areas:
- Knowledge about language, language use and culture and their interrelationship; understanding of how the target language is taught.
- Knowledge of both the theoretical and practical bases for language teaching and learning in schools and communities.
- Knowledge of the process of language acquisition as it concerns first and subsequent language learning and an understanding of the principles of language pedagogy.
In the Gonzaga University MA/TESOL program, theory and practice are integrated rather than sequenced. Courses and projects aim to provide authentic, holistic, and integrated opportunities to plan, teach, reflect, research and lead in the schools, community and within the university.
MA/TESOL courses and experiences are rich and complex enough to support students from diverse backgrounds, with diverse goals, at varying stages of development. In addition, students from the diverse cultures and perspectives represented in the program are important resources, helping us to better understand issues of second language acquisition and learning and teaching in a pluralistic world.
Students and faculty work together to explore new ideas on learning and teaching. Students work with ESL faculty members on classroom projects. Students are introduced to, and encouraged to participate in professional organizations, and other ESL programs and schools.
In consultation with a faculty advisor and peers, students select experiences and courses that will meet their own goals, the stated goals of the MA/TESOL program, and the University requirements for a master’s degree.
The program encourages the students and faculty to engage in research and critical reflection on the form and substance of language learning and teaching in order to understand the factors of communication and community building.
Applicants are required to have a Bachelor’s degree from an accredited U.S. college or university. Students from other countries must have the equivalent of an American Bachelor’s degree. The undergraduate GPA should be at least a 3.00 on a 4.00 scale. Applicants should also have two years of successful university-level instruction in a modern language, or other evidence of second language competence deemed satisfactory by the program director. This requirement is waived for students whose first language is not English. Students may be admitted without this language background, but they will be required to gain it while enrolled in the program.
Each applicant must submit the following materials:
- A completed application form and a nonrefundable fee.
- A written statement of purpose (750-1000) words addressing the applicant’s interest in graduate studies, outlining the applicant’s current strengths and what the applicant hopes to gain from MA/TESOL study.
- Two letters of recommendation sent directly from the recommending persons using the official confidential recommendation form (see appendix).
- Two official transcripts from each college or university attended (International applicants must submit foreign transcripts in the original language and in English).
- International students must also provide:
- An official TOEFL score of 88 iBT (580 written) OR an IELTS score of 6.5 or higher or a recommendation from Gonzaga University’s English Language Center if English is not the student’s native language.
- Completed Financial Declaration form (see appendix) with original supporting bank statements.
- Passport Copy
Program Outline: 35-36 credits
Required Courses: 29-30 credits
|One of the following two options:||3-4 credits|
MTSL 500 Methods and Materials for ESL Teachers (3 credits)
MTSL 501/MTSL 580 Theory and Practice of Language Teaching and TESOL Practicum (4 credits)
|MTSL 502 Pedagogical Grammar||3 credits|
|MTSL 504 Introduction to Sociolinguistics||3 credits|
|MTSL 508 Principles of Second Language Acquisition||3 credits|
|MTSL 510 Course Design, Evaluation and Assessment in ESL Classrooms||3 credits|
|MTSL 514/EDTE 566 Literacy and the English Language Learners||3 credits|
|MTSL 517 Phonology||1 credit|
|MTSL 600 Research Perspectives in Second Language Education||3 credits|
|MTSL 610 Practicum in Teaching English as a Second Language||3 credits|
|MTSL 680 Professional Seminar||1 credit|
|One of the following two courses:|
MTSL 602 Thesis
MTSL 604 Master’s Portfolio
Students are required to take 6 credits of elective courses and can choose from the following or other by arrangement with the MATESL Director.
|MTSL 503 Immigrant and Refugee Perspectives||3 credits|
|MTSL 505 Intercultural Competence Development||3 credits|
|MTSL 509 Academic Writing for Graduate Students (International Students Only)||3 credits|
|MTSL 516 Technology in Second Language Education||3 credits|
|MTSL 570 History of the English Language||3 credits|
ESL K-12 Endorsement *
In conjunction with Gonzaga’s School of Education, the MA/TESOL Program also offers a 14-credit ELL endorsement which consists of a combination of the courses listed below.The courses will develop the candidates' knowledge of:
- 1) contexts and orientations for TESOL and bilingual education.
- 2) fundamental concepts of first and second language acquisition.
- 3) ideas for teaching language through content and developing materials for the content-based classrooms
- 4) strategies for working with English language learners in classrooms.
- 5) cross-cultural communication for working with diverse populations.
- 6) strategies for incorporating state standards into instruction and assessment for English language learners.
|MTSL 500 Methods and Materials for ESL Teachers||3 credits|
|MTSL 501/MTSL 580 Theory and Practice of Language Teaching and TESOL Practicum||4 credits|
|MTSL 502 Pedagogical Grammar||3 credits|
|MTSL 503 Immigrant and Refugee Perspectives
|MTSL 504 Introduction to Sociolinguistics||3 credits|
|MTSL 508 Principles of Second Language Acquisition
|MTSL 514/EDTE 566 Literacy and the English Language Learners
|MTSL 550 Language Awareness
TESOL Summer Institute
In conjunction with the public schools, Gonzaga MA/TESOL also offers a three-week intensive Summer Institute each year. The institute consists of coursework (MTSL 501) and a Field Experience for ESL students (MTSL 580). Students receive a certificate of attendance at the completion of this institute.
In addition to their major and minor areas of study, all undergraduate students follow a common program designed to complete their education in those areas that the University considers essential for a Catholic, Jesuit, liberal, and humanistic education. The University Core Curriculum consists of forty-five credits of course work, with additional designation requirements that can be met through core, major, or elective courses.
The University Core Curriculum is a four-year program, organized around one overarching question, which is progressively addressed through yearly themes and questions. Hence, core courses are best taken within the year for which they are designated. First year core courses encourage intellectual engagement and provide a broad foundation of fundamental skills. Second and third year courses examine central issues and questions in philosophy and religious studies. The fourth year course, the Core Integration Seminar, offers a culminating core experience. Taken at any time throughout the four years, broadening courses intersect with the core themes and extend students’ appreciation for the humanities, arts, and social and behavioral sciences. Finally, the designation requirements (writing enriched, global studies, and social justice) reflect important values and reinforce students’ knowledge and competencies.
Overarching Core Question: As students of a Catholic, Jesuit, and Humanistic University, how do we educate ourselves to become women and men for a more just and humane global community?
Year 1 Theme and Question: Understanding and Creating: How do we pursue knowledge and cultivate understanding?
- The First-Year Seminar (DEPT 193, 3 credits): The First-Year Seminar (FYS), taken in the fall or spring of the first year, is designed to promote an intellectual shift in students as they transition to college academic life. Each small seminar is organized around an engaging topic, which students explore from multiple perspectives. The FYS is offered by many departments across the University (click here [PDF] for list of FYS courses).
- Writing (ENGL 101, 3 credits) and Reasoning (PHIL 101, 3 credits): The Writing and Reasoning courses are designed to help students develop the foundational skills of critical reading, thinking, analysis, and writing. They may be taken as linked sections. Writing (ENGL 101) carries one of the three required writing-enriched designations (see below).
- Communication & Speech (COMM 100, 3 credits): This course introduces students to interpersonal and small group communication and requires the application of critical thinking, reasoning, and research skills necessary to organize, write, and present several speeches.
- Scientific Inquiry (BIOL 104/104L, CHEM 104/104L, or PHYS 104/104L, 3 credits): This course explores the scientific process in the natural world through evidence-based logic and includes significant laboratory experience. Students pursuing majors that require science courses will satisfy this requirement through their major.
- Mathematics (above Math 100, 3 credits): Mathematics courses promote thinking according to the modes of the discipline—abstractly, symbolically, logically, and computationally. One course in mathematics, above Math 100, including any math course required for a major or minor, will fulfill this requirement. MATH 100 (College Algebra) and courses without the MATH prefix do not fulfill this requirement.
Year 2 Theme and Question: Being and Becoming: Who are we and what does it mean to be human?
- Philosophy of Human Nature (PHIL 201, 3 credits): This course provides students with a philosophical study of key figures, theories, and intellectual traditions that contribute to understanding the human condition; the meaning and dignity of human life; and the human relationship to ultimate reality.
- Christianity and Catholic Traditions (RELI, 3 credits). Religious Studies core courses approved for this requirement explore diverse topics including Christian scriptures, history, theology, and practices as well as major contributions from the Catholic intellectual and theological traditions (click here [PDF] for a list of approved courses) .
Year 3 Theme and Question: Caring and Doing: What principles characterize a well lived life?
- Ethics (PHIL 301 or RELI, 3 credits): The Ethics courses are designed to help students develop their moral imagination by exploring and explaining the reasons humans should care about the needs and interests of others. This requirement is satisfied by an approved ethics course in either Philosophy (PHIL 301) or Religious Studies (click here [PDF] for a list of approved courses).
- World/Comparative Religion (RELI, 3 credits): Religious Studies courses approved for this core requirement draw attention to the diversity that exists within and among traditions and encourage students to bring critical, analytical thinking to bear on the traditions and questions considered. These courses carries one of the required two global-studies designations (see below) (click here [PDF] for a list of approved courses).
Year 4 Theme and Question: Imagining the Possible: What is our role in the world?”
- Core Integration Seminar (DEPT 432, 3 credits). The Core Integration Seminar (CIS) offers students a culminating core experience in which they integrate the principles of Jesuit education, prior components of the core, and their disciplinary expertise. Some CIS courses may also count toward a student’s major or minor. The CIS is offered by several departments across the University (click here [PDF] for list of CIS courses).
The Broadening Courses
- Fine Arts & Design (VART, MUSC, THEA, 3 credits): Arts courses explore multiple ways the human experience can be expressed through creativity, including across different cultures and societies. One approved course in fine arts, music, theatre, or dance will fulfill this requirement (click here [PDF] for a list of approved courses).
- History (HIST, 3 credits): History courses are intended to develop students’ awareness of the historical context of both the individual and the collective human experience. One course in History (HIST 101, HIST 102, HIST 112, HIST 201, HIST 202) will fulfill this requirement.
- Literature (3 credits): Literature courses foster reflection on how literature engages with a range of human experience. One approved course in Literature (offered by English, Classics, or Modern Languages) will fulfill this requirement (click here [PDF] for a list of approved courses).
- Social & Behavioral Sciences (3 credits): Courses in the social and behavioral sciences engage students in studying human behavior, social systems, and social issues. One approved course offered by Criminal Justice, Economics, Political Science, Psychology, Sociology, or Women and Gender Studies will fulfill this requirement (click here [PDF] for a list of approved courses).
Designations are embedded within already existing core, major, minor, and elective courses. Students are encouraged to meet designation requirements within elective courses as their schedule allows; however, with careful planning students should be able to complete most of the designation requirements within other core, major, or minor courses.
- Writing Enriched (WE; 3 courses meeting this designation): Courses carrying the WE designation are designed to promote the humanistic and Jesuit pedagogical ideal of clear, effective communication. In addition to the required core course, Writing (ENGL 101), which carries one of the WE designations, students must take two other WE-designated courses (click here [PDF] for a list of approved courses).
- Global-Studies (GS; 2 courses meeting this designation): Courses carrying the GS designation are designed to challenge students to perceive and understand human diversity by exploring diversity within a context of constantly changing global systems. In addition to the required core course, World/Comparative Religion (RELI 300-level), which carries one of the GS designations, students must take one other GS-designated course (click here [PDF] for a list of approved courses).
- Social-Justice (SJ; 1 course meeting this designation): Courses carrying the SJ designation are designed to introduce students to one or more social justice concerns. Students must take one course that meets the SJ designation (click here [PDF] for a list of approved courses).
Major-specific adaptations to the University Core Curriculum
All Gonzaga students, regardless of their major, will complete the University Core Curriculum requirements. However some Gonzaga students will satisfy certain core requirements through major-specific programs or courses. Any major-specific adaptations to the core are described with the requirements for the majors to which they apply.