MAT–TESOL online Course Descriptions

Our MAT–TESOL online program will equip you with relevant learning theories, understanding of how to apply these theories in the classroom and opportunities to master the skills necessary to improve student outcomes.

The MAT–TESOL online requires a minimum of 24 units and can be completed in as few as 15 months. Students pursuing the credential add-on will complete a minimum of 28 units.

MAT– TESOL Credentialing Track

The MAT–TESOL program credential track is optional. You will complete your coursework in the program in conjunction with preparation for an English Language Development credential. To learn more about credentialing requirements, please visit our admission page.

Course Descriptions

The following is an example of a full-time course schedule. Your schedule may vary depending on start date and program add-ons. Contact your Admission Counselor to learn more about setting up your program schedule.

TERM 1

EDUC 656: Applied Linguistics for English Language Educators (3 units)The purpose of this course is to equip students with knowledge of the systems of the English language (phonology/phonetics, morphology, grammar, syntax, lexicon) and its elements in action (discourse and pragmatics) both from a teacher and student perspective. By comparing the learners’ L1 and English, students will be able to integrate research-based strategies and the principles of the systems of the English language in teaching and assessing the learners’ speaking, listening, reading and writing in the classroom.

EDUC 510: Theories of Language Learning and Teaching (3 units) The course provides a sequence of learning experiences that introduce a broad range of theories that inform and underpin second-language teaching and learning in the classroom. A critical review and practical applications of these theories of second-language learning will assist students in designing classroom learning experiences, developing a classroom learning community and assessing progress toward the expected student learning outcomes. The course covers the primary theories and perspectives related to second-language learning, including behavioral, developmental, cognitive, social cognitive, sociocultural and constructivist learning theories, and it examines how these different theories address student assessment, motivation, self-regulation and classroom management.

EDUC 521: Assessment and Instruction for Diverse Language Learners (3 units) This course is intended to engage teacher students in exploring different theories, issues, procedures, methods and approaches related to designing and implementing assessments. Students will examine key concepts of assessment, including learner identity and assessment; standards and standardized testing; listening, speaking, reading, writing, grammar and vocabulary assessments; dynamic assessment; technology-based assessment; dilemmas and biases associated with assessment decisions; and assessment as a socially and culturally constructed experience.

TERM 2

EDUC 655: Social Foundations of Language Education (4 units) The purpose of the course is to engage students in a systematic study of effective ways to engage, support and provide learning opportunities for diverse student populations based upon sociolinguistic and sociocultural understandings of second-language learning. An understanding of the instructional needs of diverse English learners (ELs) is developed, and an awareness of the appropriate effective learning environments, including programs and services to meet those specific needs, is presented. Students explore sociolinguistic and sociocultural theories, issues, procedures, methods and approaches for use in bilingual, English-as-a-second-language (ESL), English-as-a-foreign-language (EFL) and other learning environments.

EDUC 639: Approaches and Strategies for Language Teaching (4 units) The purpose of this course is to provide an introduction to models, strategies and methods of language teaching, with special attention to learner differences (social, cultural, physical, intellectual) that influence academic performance. Throughout the course, students will be looking at examples of different teaching methods in classrooms, both on video and through live observations of teachers. Students will then use the knowledge of teaching methods to design and teach a lesson at a language-learning classroom. The clinical teaching experiences will be used to support theoretical and practical applications of the planning and instruction of the content and skills related to language learning.

TERM 3

EDUC 596: English Language, Learning Design, Teaching & Technology (3 units) The online teaching space, particularly in the area of language teaching, is growing in scale and legitimacy, and some students may wish to work in this area. Through this experience, students may build on their previous teaching experience and on what they have learned in the MAT–TESOL online program to establish the skills for online English language instruction and instructional design. The course instructor and students will collaboratively design and lead a series of discussion groups and a nine-week English workshop for their online field placement with a partner class of English language learners in the United States or abroad.

EDUC 649: Teaching Practice to Support Language Learners (4 units) The purpose of this course is to provide opportunities for students to focus on curriculum development and lesson planning, unit planning with a sequence of three or more lessons, creating a classroom environment conducive to language learning, and teaching in the classroom with a focus on reflection and inquiry. In addition, students will deliver lessons that are student-centered, appropriately paced and well sequenced; effectively manage classroom diversity (including linguistic and cultural diversity, as well as diversity of student proficiency levels, etc.); effectively manage classroom dynamics, elicit student responses, use pairs and small groups, maximize participation, and provide feedback; balance the teacher talk/student talk ratio; and provide clear instructions with modeling or demonstrating.

OPTIONAL PROGRAM ADD-ONS

English Language Development (ELD) Credential

EDUC 660A: Clinical Practice Seminar in Language Teaching A (Credential Add-On Course) (2 units) The Clinical Practice Seminar in Language Teaching A/B course sequence supports students pursuing the credential in the development of their teaching practice. Through iterative cycles of guided practice activities followed by reflection and feedback, students move from observations of master teachers, teaching rehearsals and co-teaching experiences to increased teaching responsibility. The course also guides students in their preparation for and completion of the EdTPA. The course requires four full days of classroom-based fieldwork at their school.

EDUC 660B: Clinical Practice Seminar in Language Teaching B (Credential Add-On Course) (2 units) The Clinical Practice Seminar in Language Teaching A/B course sequence supports students pursuing the credential in the development of their teaching practice. Through iterative cycles of guided practice activities followed by reflection and feedback, students move from observations of master teachers, teaching rehearsals and co-teaching experiences to increased teaching responsibility. The course also guides students in their preparation for and completion of the EdTPA. The course requires four full days of classroom-based fieldwork at their school.