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Our non-certification TESOL program is for individuals who are interested in teaching
in higher education settings or internationally.
If you are interested in pre-k-6 TESOL and looking to obtain initial certification
to teach in New York State, check out our CEC program with a TESOL track here.
If you are interested in pre-k-12 TESOL and already hold New York State certification
to teach, check out our advanced TESOL program here or our advanced TESOL CR ITI program here.
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Whether you are a globetrotter who is passionate about education or a certified teacher
who wants to expand your professional repertoire, the Teaching English to Speakers
of Other Languages (TESOL) graduate programs at 91ÉçÇø can help meet
your needs.
The Master of Arts (MA) in TESOL enables graduates to teach in English as a Second/Foreign
Language (ESL/EFL) programs in higher education settings (colleges or universities)
in the U.S. or across the globe.
This program is also suitable for international students who wish to be involved in
English education around the world, such as adult EFL programs in higher education
or various private English programs. We offer diverse learning environments where
students from China, El Salvador, Colombia, Korea and American students share their
own experience and develop their academic knowledge and professional skills.
The TESOL program is now offering a new international practicum experience through
the EPIK (English Program in Korea) Plus program. This program is a paid learning opportunity for individuals
interested in teaching English in Korea. Please check for more details.
Program Requirements
The MA in TESOL is a 33-credit program, which also requires fieldwork, an internship and a capstone project.
Note: The MA in TESOL does not lead to New York State teacher certification.
TESOL 4+1/Accelerated Programs
The Department of Teaching, Learning and Educational Leadership is now offering two
TESOL 4+1 programs:
Our 4+1 MA in TESOL accelerated programs allow you to take undergraduate classes for
your first three years. In your fourth year, you combine bachelor- and master-level
courses into your schedule and graduate with your bachelor’s degree. In your fifth
year, you are admitted to the Graduate School and focus solely on the coursework to
complete your master’s degree.
- A one-year graduate program designed to enable Harpur and HDEV students to teach English
in higher education settings both domestically or abroad
- A 33-credit program includes fieldwork, an internship, and a capstone project
- Courses are offered online, hybrid and face-to-face to provide greater flexibility
of study options
- Open to all Harpur and HDEV students who are interested in teaching English and working
with ELLs
Connect with a member of our Admissions Team
- General Inquiries: If you are interested in learning more about our 4+1/Accelerated Program, please contact
Dr. Hoe Kyeung Kim at hoekim@binghamton.edu.
- Application Process or Transcript Review: To learn more about the application process or a transcript review, please contact
our Interim Director of Admissions and Recruitment, Christina Mack.
- Start your Application: See our application requirements.
Plan of Study
The for the MA in TESOL program provides students and advisors with a form to guide students
through the requirements.
Culminating Paper/Project Requirement
Students in the TESOL programs enroll in an advisor-guided capstone course in their
final semester. This capstone course provides a unified research base upon which to
complete the culminating research project.
Required courses
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EDUC 504 - Foundat Biling & Multicult Edu
Examination of diverse cultural backgrounds of students and teachers; ways in which
these differences affect the practice of schooling, particularly in early childhood,
elementary, and secondary educational settings. Nature of "education that is
multicultural" and link to issues of school culture, educational policy, community
relations, curriculum, classroom interactions, teaching styles, student learning,
grouping practices, labeling, assessment and the need to develop strategies for the
improvement of educational practice. Dynamics of race, class, gender, ethnicity, religion,
disability and sexual orientation; effects on schooling. Offered: fall. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 529 - Grammar for English Teachers
Rethinking of English grammar from a structural and transformational-generative
perspective. Explores how words, phrases, clauses, and sentences are formed as well
as the rhetorical implications of grammatical choices and the study of figures in
style. Employs a common-sense, lively approach to grammar designed to solidify students'
experiences with grammar and renew confidence in writing and speaking and focuses
specifically on teaching English Language Learners of all ages from elementary through university students. Lecture/lab format. Weekly homework,
course project, final exam; no papers. Especially useful for students in TESOL, English
education, Creative Writing, or a writing-intensive discipline. Offered: spring. 3
credits.
Levels: Graduate, Undergraduate
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EDUC 581 - Linguistics for Teachers
This course provides an introduction to linguistic theory to help teachers make
linguistically informed decisions about teaching and assessment. The course covers
Phonology, Morphology, Syntax, Semantics, and Pragmatics as well as introduces some
major issues in Sociolinguistics and Psycholinguistics, with attention to grammatical
choices and implications. Emphasis is given to the practical application of linguistic
knowledge in the ESL/EFL classroom. Offered: fall. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 583 - Second Lang. Acq.
This introductory course examines theories and research in first and second language
acquisition in order to develop an understanding of the way in which second and/or
foreign languages are acquired. This course explores linguistic, cognitive, psychological,
affective, sociolinguistic, and sociocultural foundations of second language (L2)
development across various culture and how cultural perspectives influence language. The student will
read about a variety of issues in Second Language Acquisition (SLA) research. Offered:
fall and summer. 3 credits. *Online version will be offered in summer for the CRITI
and non-TESOL students only.*
Levels: Graduate, Undergraduate
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EDUC 584 - Methods & Assessment for ELLs
This course offers opportunities to develop both content and experiential knowledge
in the teaching of English as a Second/Foreign Language. A number of ESL teaching
methods will be discussed in light of the linguistics and learning theories that they
derive from. The course is designed to develop an understanding of the principles
and methods of language teaching and understand different assessment techniques used
to measure students’ learning. Further, use of assessment results to improve
classroom instructions and major concerns related to assessing English Language Learners
will be discussed. *A minimum twenty-five (25) hours of fieldwork is required. Offered:
fall. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 585 - Global Contexts for TESOL
As we are living in an increasing globalized world, the importance of educating
language teachers to meet this change is critical. The first part of this course covers intercultural communication
and global competence. The second part explores issues and topics regarding teaching
English in global contexts. This course will provide theoretical and empirical investigation
of real-world issues and challenges in which language education is a central issue.
Topics include intercultural communication, culture and identity, language policy,
and discourse, and cases studies. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 587 - L2 Reading, Writing Technology
This course provides students with an ever-increasing variety of technologies that
can promote students’ learning and motivation. In this class, students will
first explore what technologies are available to them as ESL/EFL teachers, understand
the challenges for teachers and students in both high- and low-technology teaching
contexts, and will become critical users of commercial language learning products.
Students will experience new media technologies such as wikis and digital stories
for language learning. Students are expected to plan and design how to use CALL, Internet
resources, and new media technologies in promoting language and literacy developments.
Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 588 - Content Bsed ESL Curric Instru
This class focuses on application of principles of second language acquisition
to promote language, literacy and academic development in content area classrooms.
This course will cover the functions and features of academic English language and
examine types and features of academic language used in subject areas. During the
course, various teaching strategies and techniques will be explored to support both
native English speakers and ELLs in their development of content knowledge, thinking
skills, communication skills, and literacy skills. Instructional strategies to promote
students’ listening, speaking, reading and writing will be highlighted. *A minimum
twenty-five (25) hours of fieldwork is required. Offered: spring. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 591 - Internship in TESOL
Students in the TESOL Program complete this internship as a final course to meet
their exit requirement. This course is designed to help TESOL students refine their
skills as teaching professionals. Throughout the course, students will integrate theory,
research, and conceptual foundations into planning and executing lessons. Course activities
and assignments will prepare TESOL students to be professional language teacher. During
the specified time based on the students’ individual track, a mentor teacher
at the host institute will fill out evaluation forms for internship students’
lesson plans and overall observations, and provide narrative feedback on teaching
demonstrations. University faculty will also observe and provide evaluation on internship students’ teaching performance.
Offered: fall, spring and summer. 3 credits.
Levels: Graduate, Undergraduate
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EDUC 595 - TESOL Capstone Proj or Thesis
TESOL majors will take this advisor-guided independent study in their final semester.
This capstone course provides a unified research capstone course provides a unified
research base upon which to complete the student’s master’s project. The
course instructor and the student’s advisor must approve the proposal prior
to implementing the project and both will have to approve the project as meeting Satisfactory
(B or Better) in order for the student to receive credit for the course. Offered:
fall, spring and summer. 3 credits.
Levels: Graduate, Undergraduate
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Apply
To apply to this program, visit our Admissions page.