Teaching English to Speakers of Other Languages

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.

Prerequisites

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.

Admissions

Each applicant must submit the following materials:

  1. A completed application form and a nonrefundable fee.
  2. 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.
  3. Two letters of recommendation sent directly from the recommending persons using the official confidential recommendation form (see appendix).
  4. Two official transcripts from each college or university attended (International applicants must submit foreign transcripts in the original language and in English).
  5. International students must also provide:
  6. 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.
  7. Completed Financial Declaration form (see appendix) with original supporting bank statements.
  8. 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
3 credits
MTSL 604 Master’s Portfolio
3 credits
Elective
Students are required to take 6 credits of elective courses and can choose from the following or other by arrangement with the MATESL Director.
6 credits
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
3 credits 
MTSL 504 Introduction to Sociolinguistics 3 credits
MTSL 508 Principles of Second Language Acquisition
3 credits
MTSL 514/EDTE 566 Literacy and the English Language Learners
3 credits
MTSL 550 Language Awareness
1 credit

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.

MTSL 501 Theory & Prac of Lang Teaching
3.00 credits
This course investigates current theories in second language acquisition and ESL/EFL methodology. Students learn how to apply these methods to the specific needs of language learners while observing, assisting and teaching. The summer offering is an intensive 4 week course where students apply specific methods during a field experience co-requisite course (MTSL 580).
Concurrent:
MTSL 580
MTSL 502 Pedagogical Grammar
3.00 credits
This course will focus on language analysis for ESL teachers Issues and insights of interlanguage development, contrastive analysis, discourse, analysis, and pedagogical grammar will be interwoven throughout this course. Students will apply this knowledge to some of the tasks of teaching a second or foreign language including providing corrective feedback, selecting and designing presentation materials, and form-focused activities.
Prerequisite:
MTSL 550 Minimum Grade: B
MTSL 503 Immigrant & Refugee Perspect
3.00 credits
Designed for students interested in sociocultural perspectives on identity and language and their intersection in diverse cultural communities, this course looks at the experience of immigrant populations in the USA and in the Spokane area, through the lens of their cultural and linguistic adjustment. An average of one hour of service per week is expected of all participants in this course.
MTSL 504 Intro to Sociolinguistics
3.00 credits
This course will examine how communication in ESL education shape relationships with non-members and members of a community. In particular, it will examine how the control of communication in bilingual and ESL education affects cognitive, social-cultural, affective, and linguistic development in bilingual and ESL classrooms. Theories studied in this course will help build an understanding of how to observe and analyze the effects of communication patterns on learning opportunities for ESL students.
MTSL 505 Intercultural Comp Development
3.00 credits
This course addresses social justice by introducing students to a developmental process of acquiring cultural self-awareness, developing knowledge and skills that build intercultural competence, and engaging in meaningful reflective self-evaluation. This process begins with recognizing new perspectives about personal cultural beliefs, values, and assumptions; and exploring others’ cultures and worldviews.
MTSL 508 Prin Sec Lang Acquisition
3.00 credits
This course will investigate some of the major theoretical concepts that have developed in the field of second language learning and teaching with emphases on the concepts of interaction, learner strategies, routines, negotiating meaning, motivation and developmental processes within sociocultural contexts.
MTSL 509 Academic Writing Grad Students
3.00 credits
MTSL 510 Design, Eval & Assess in ESL
3.00 credits
This course will familiarize students with the principles of test design and construction for all language skills at various levels including both standardized and teacher made tests for a variety of purposes. The course will include reading and testing theories and opportunities to create and administer testing instruments and practice in interpreting the results.
MTSL 512 Language & Cultural Identity
3.00 credits
Students will explore the relationship between language and cultural identity.
MTSL 514 Literacy & Engl Lang Learner
3.00 credits
This course will involve discussion and review of relevant research in second-language reading and writing. It also includes a critical investigation of research to implementation in the language classroom.
Equivalent:
EDTE 566 - OK if taken since Fall 2004
MTSL 516 Technology in Second Lang Ed
3.00 credits
This course explores current trends in technological approaches to second-language teaching and learning. It familiarizes students with tools available on the Internet and World Wide Web. Hands on components will enable students to practice searching and retrieving information for classroom use. Student projects include student produced web pages and materials.
MTSL 517 Phonology
1.00 credit
Introduces the International Phonetic Alphabet and covers basic techniques for improving second-language learners' pronunciation, using recording analysis to plan strategies and design materials.
MTSL 550 Language Awareness
1.00 credit
This course will cover the basics of syntax along with the common metalanguage that enables teachers to talk about grammar, as well as broader issues of language structure in general.
MTSL 570 History of the English Lang
3.00 credits
This course will provide background in basic concepts of linguistics, principles of language change and historical linguistic study and the development of the English language.
MTSL 580 TESOL Field Experience
1.00 credit
An integral feature of the Summer Institute (MTSL 501) is the TESOL Field Experience which provides a unique opportunity for its participants to work with ESL students of various ages, nationalities, and proficiency levels. Included in this enhanced hands-on experience are opportunities for observation, teaching, and participation in social activities with ESL students.
Concurrent:
MTSL 501
MTSL 600 Research Persp in Sec Lang Ed
3.00 credits
Introduces research methods and resources in the discipline with a focus on qualitative classroom-based approaches. A required prerequisite for MTSL 602 and MTSL 604.
MTSL 602 Thesis
1.00- 3.00 credits
This course involves the identification and in-depth exploration of a topic or issue in TESL. The thesis will include a comprehensive literature review, statement of purpose, description of methodology, presentation of findings, and discussion of implications and relevance of the research.
MTSL 604 Master's Portfolio
3.00 credits
This course involves the identification and in-depth exploration of a topic or issue in TESL for the final oral presentation. The project is one that contributes to TESL, multicultural, multilingual development. The project must be completed and submitted in written form or as a manuscript suitable for publication.
MTSL 610 Practicum in TESL
3.00 credits
The culminating experience of MA/TESL study, the Practicum is a 10 to 14 week exercise in applied TESL. Having completed all prerequisites, students are assigned to a Gonzaga University ESL faculty member for the duration of the practicum. Following a period of observation, the intern moves to increased levels of responsibility for planning and teaching.
MTSL 611 Continuing Research
1.00 credit
MTSL 680 Professional Seminar
1.00 credit
This course (ProSem) is a complementary course to either MTSL 610 (Practicum) or MTSL 602 (Thesis) or 604 (Project). Students meet to discuss practical and theoretical issues related to their teaching or research site. Students also develop a professional portfolio consisting of a philosophy of teaching, a videotape of lesson, an ESOL curriculum unit with assessments and evaluations.
MTSL 690 Independent Study
.00- 6.00 credits
MTSL 691 Independent Study
.00- 6.00 credits
 

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).

The Designations
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.