Aug 13, 2022  
Graduate Catalog | 2016-2017 
    
Graduate Catalog | 2016-2017 Previous Edition

Teaching English as a Second Language, M.Ed.


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The M.Ed. in Teaching English as a Second Language is designed for aspiring teachers who wish to work with English Language Learners in schools, community organizations, higher education, or in international contexts.  The program addresses current trends in the field of second language by providing a balanced emphasis on the communication, cultural and linguistic features of learning English as a second language.  Graduates of the program are prepared to teach English as a Second Language at multiple levels.  Upon completion of the program, students who currently hold an initial teaching license may qualify for the North Carolina advanced Standard Professional II teaching license in Teaching English as a Second Language. 

General Requirements for Admission to the Graduate School


Please refer to general information provided in The Graduate School  section.

Additional Admission Requirements


  1. Corequisite requirement: A minimum of 3 undergraduate or graduate hours in foreign language must be completed either prior to admission or by the end of the degree program
  2. Apply online at graduateschool.uncc.edu.

Degree Requirements


Language Acquisition Course (3 credit hours)


Select one of the following:

Global Course (3 credit hours)


Select one of the following:

Advanced Specialized Elective Course (3 credit hours)


Select from one of the following:

  • TESL - 5000-6999 (3)
  • READ - 5000-6999 (3)
  • ENGL - 5000-6999 (3)

Capstone Requirement


The capstone experience for the M.Ed. in Teaching English as a Second Language is fulfilled by completing the Comprehensive Electronic Portfolio project.

Clinical Field Experiences


Students in the TESL M.Ed. program participate in structured field experiences that require them to apply coursework in classroom settings, analyze P-12 student learning, and reflect on their practice in the context of theories on teaching and learning.  Students deepen their understanding of the knowledge, skills, and professional dispositions that foster student learning.  These experiences broaden their ability to help all students learn, including children with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups.  Upon approval from individual course instructors, these structured field experiences can take place in multiple settings such as neighboring schools or districts, day care centers and after-school programs, alternate youth centers, community outreach centers, local non-profit organizations, or in the schools and classrooms in which the candidates work.

Candidates who are lateral entry teachers and teacher assistants must move beyond their own classrooms and schools for at least two clinical experiences. Alternative settings must be approved by the instructor. A limited number of clinical experiences may be approved in significantly different classrooms within their school of employment. Employed candidates are encouraged to seek assistance and support from their administrators.

Advising


Advising for students in the TESL M.Ed. is handled by the graduate program director.  Students should consult with their advisor at least once each semester.

Licensure


Upon successful completion of the TESL M.Ed., students who currently hold an initial teaching license may be eligible for the North Carolina advanced Standard Professional II teaching license in TESL.

Program Approval


All teacher education programs at UNC Charlotte are accredited by the National Council for Accreditation of Teacher Education and approved by the North Carolina State Board of Education.

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