English as a Second Language

UAB's graduate degree program in ESL is comprised of a master of arts (M.A.Ed.) degree and an Educational Specialist (Ed.S.) degree. Both degrees prepare candidates to earn teacher certification in ESL from pre-school (P) through 12th grade.  The M.A.Ed. also includes a non-certification track for teaching English as a Second Language to adult learners.

UAB's MAEd/ESL embodies a three-fold purpose. Its first purpose is to train educators in meeting the needs of the growing population of English learners (ELs), both children and adults, in Alabama and abroad. Its second purpose is to deliver cutting-edge instruction through a standards-based, inquiry-focused approach. Its third purpose is to ensure that a quality MAEd/ESL program is available to teachers throughout the state. Accessible to educators all over Alabama, this MAEd/ESL program is unique in how it combines online support from Canvas with a variety of delivery formats:

  • blended courses (online alternating with face-to-face)
  • professional learning communities
  • one-week summer teacher institutes
  • flexible summer programming
  • internships and practicums
  • totally online platforms
  • Saturday classes


These purposes are expanded and enhanced by the EdS program. It infuses an inquiry-focused teacher leader approach that prepares teachers for assuming leadership roles in curriculum development and instructional delivery. It also provides experienced teachers with collaborative skills to serve as reflective practitioners in guiding school change as well as with mentoring techniques to positively impact student achievement and school improvement.

Prospective students should contact the Program Director, Dr. Susan Spezzini, at spezzini@uab.edu (205-934-8357).

For detailed information regarding admission requirements for the School of Education graduate programs, please visit the Admissions Requirements website at https://www.uab.edu/education/studentservices/admission-requirements.

Courses

EESL 510. Second Language Acquisition. 3 Hours.

An in-depth look at major theories of second language acquisition. Exploration of learning environments, programs, home language, culture, and other factors that influence second language acquisition. This course entails 40 hours of field experiences. Required for the Alternative Master’s.

EESL 512. Curriculum, Program, Policies. 3 Hours.

Introduction to the curriculum, programs, policies, and laws that support new language learners with respect to legal issues, instructional strategies, accommodations, assessments, and support networks and that are grounded in second language acquisition theory. This course entails 5 days of field experiences in an English learner summer program. Required for the Alternative Master’s in ESL. Prerequisites: EESL 510 [Min Grade: C].
Prerequisites: EESL 510 [Min Grade: C]

EESL 513. Teaching ESL in a Multicultural Society. 3 Hours.

Designed to introduce students to the goals, principles, and practices of multicultural education and to sensitize students to cultural pluralism in the United States. Required for the Alternative Master’s.

EESL 515. Grammar and Linguistics for ESL Teachers. 3 Hours.

A critical study of aspects of Modern English grammar and linguistics that are important for the teaching of English as a Second or Foreign Language. Students will gain an understanding of the major syntactic and semantic phenomena important for teaching ESL/EFL, become familiar with the practical and theoretical literature on teaching English grammar, participate in practical exercises of grammar correction in writing with actual ESL students, and develop and compile classroom activities for teaching points of grammar. Required for the Alternative Master’s.

EESL 525. Phonology for Second Language Teachers. 3 Hours.

An introduction to phonology and its application to the teaching of a second or foreign language. Students learn the phonological structure of the English language, analyze examples from language learner data, diagnose pronunciation difficulties experienced by language learners from different first languages, and identify instructional strategies for assisting language learners to perceive and produce challenging sounds. This course entails 10 hours of field experiences. Required for the Alternative Master’s.

EESL 530. Methods and Materials of Teaching ESL. 3 Hours.

Examines traditional and current approaches for teaching English to speakers of other languages and curriculum materials, texts, and other resources. This course entails 40 hours of field experiences. Required for the Alternative Master’s.
Prerequisites: EESL 510 [Min Grade: C]

EESL 540. Teaching New Languages Through Reading and Writing. 3 Hours.

Theory, research and practice in reading and writing for second language learners. Implications for teaching reading and writing skills that allow second language learners to participate in the full range of academic situations. This course entails 40 hours of field experiences. Required for the Alternative Master’s.
Prerequisites: EESL 510 [Min Grade: C]

EESL 560. Research in ESL. 3 Hours.

Primary types of research conducted in second language teaching and learning and how these methods can be used to inform teaching. Introduction to classroom-based second language research approaches. This course entails 30 hours of field experiences. Required for the Alternative Master’s.

EESL 589. Internship Seminar in ESL. 1 Hour.

Provides an opportunity to explore in-depth effective ways to deliver instruction during the internship experience.

EESL 590. Internship in Second and Foreign Languages, N-12. 6 Hours.

Meets the internship requirements of the state code. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties.

EESL 607. Second Language Learning. 3 Hours.

This course examines how adults do and do not learn an additional language. Candidates examine the major theories of second language acquisition and discuss their implications for teaching ESL and English as a Foreign Language (EFL) to adult learners.

EESL 610. Second Language Acquisition. 3 Hours.

An in-depth look at major theories of second language acquisition. Exploration of learning environments, programs, home language, culture, and other factors that influence second language acquisition. This course entails 8 hours of field experiences at other schools plus 32 hours of working with English learners at one's own school.

EESL 612. Curriculum, Programs and Policies. 3 Hours.

Introduction to the curriculum, programs, policies, and laws that support new language learners with respect to legal issues, support networks, instructional strategies, assessments, and accommodations and that are grounded in second language acquisition theory. This course entails 3 days of field experiences in an English learner summer program.

EESL 613. Teaching ESL in a Multicultural Society. 3 Hours.

Designed to introduce students to the goals, principles, and practices of multicultural education and to sensitize students to cultural pluralism in the United States.

EESL 615. Grammar and Linguistics for ESL Teachers. 3 Hours.

A critical study of aspects of Modern English grammar and linguistics that are important for the teaching of English as a Second or Foreign Language. Students will gain an understanding of the major syntactic and semantic phenomena important for teaching ESL/EFL, become familiar with the practical and theoretical literature on teaching English grammar, participate in practical exercises of grammar correction in writing with actual ESL students, and develop and compile classroom activities for teaching points of grammar.
Prerequisites: EESL 610 [Min Grade: C] and EESL 620 [Min Grade: C]

EESL 617. Teaching English in a Global Context. 3 Hours.

Provides a sociolinguistic perspective on the globalization of English and on the emergence and teaching of English as an International Language. Students explore dialectology, language change, language diversity, language ideology and power, national language policies, World Englishes, the growing number of non-native English speakers, and attitudes of native and non-native English speakers toward the domination of English.

EESL 620. Special Topics in ESL. 3 Hours.

Overview of institutional structures and instructional accommodations that support new language learners and also of the legal issues and second language acquisition theories.
Prerequisites: EESL 610 [Min Grade: C]

EESL 625. Phonology for Second Language Teachers. 3 Hours.

An introduction to phonology and its application to the teaching of a second or foreign language. Students learn the phonological structure of the English language, analyze examples from language learner data, diagnose pronunciation difficulties experienced by language learners from different first languages, and identify instructional strategies for assisting language learners to perceive and produce challenging sounds. This course entails 10 hours of field experiences.
Prerequisites: EESL 610 [Min Grade: C]

EESL 627. Teaching Adult Language Learners. 3 Hours.

Introduces goals, principles, and practices for teaching English to adult learners, addresses the influence of varying backgrounds on adult language learning, and examines ways to evaluate adults' second language development. After learning to recognize quality components in distinct program models, as outlined by TESOL Standards for Adult Education ESL Programs, students do a critical study of community-based programs and English for Specific Purposes.

EESL 630. Methods and Materials of Teaching ESL. 3 Hours.

Examines traditional and current approaches to teaching English to speakers of other languages and curriculum materials, texts, and other resources. This course entails 40 hours of field experience working with English learners in one's own school.
Prerequisites: EESL 610 [Min Grade: C]

EESL 637. Methods Teaching English as an International Language. 3 Hours.

Prepares students to teach English as an International Language by using methods, strategies, and techniques appropriate for adults in ESL contexts and for all learners in EFL contexts. Engaged with approaches aligned with TESOL Standards for ESL/EFL Teachers of Adults, students plan state-of-the-art curriculum, instruction and assessment for 5 program settings: adult/community, workplace, college/university, intensive English, and English as a Foreign Language.

EESL 640. Teaching New Languages Through Reading and Writing. 3 Hours.

Theory, research and practice in reading and writing for second language learners. Implications for teaching reading and writing skills that allow second language learners to participate in the full range of academic situations. This course entails 8 hours of field experiences at another school and 32 hours working with English learners in one's own school.
Prerequisites: EESL 610 [Min Grade: C]

EESL 647. Instruction and Assessment: Reading and Writing. 3 Hours.

Addresses linguistic, sociocultural, psychological, and educational factors that affect literacy development of English as an additional language. Grounded in theoretical and practical aspects of teaching second language (L2) reading and writing to adolescents and adults in diverse communities, students learn to implement effective instructional strategies for promoting literacy in English as an additional language. To measure attainment of L2 reading and writing skills, students learn to design and conduct authentic assessments and to administer standardized assessments.
Prerequisites: EESL 610 [Min Grade: C]

EESL 650. Strategies for Teaching Math and Science to ELLs. 3 Hours.

Provides knowledge and strategies for making math and science accessible to ELLs at all grade levels, K-12. Classroom teachers will learn to make accommodations for teaching ELLs within a sheltered instruction framework.

EESL 657. Instruction and Assessment: Listening and Speaking. 3 Hours.

Examines how spoken communication is structured so that it is socially appropriate and linguistically accurate. Students learn principles and best practices for the contextualized teaching of second language (L2) listening and speaking skills to adolescent and adult learners. After exploring the purposes, types, and availability of formal testing tools to assess the attainment of these skills in English as an additional language, students also learn to generate and conduct their own tests for assessing L2 listening and speaking.
Prerequisites: EESL 610 [Min Grade: C]

EESL 660. Research in ESL. 3 Hours.

Primary types of research conducted in second language teaching and learning and how these methods can be used to inform teaching. Introduction to classroom-based second language research approaches. This course entails 20 hours of field experiences working with English learners in one's own school or during an English learner summer program.

EESL 677. Field Studies. 1-3 Hour.

Students participate in field studies related to the teaching of English as a second or foreign language.

EESL 687. Practicum Seminar: English Language Teaching. 3 Hours.

This inquiry-focused course guides emerging teachers in experiencing the differentiated facets of working in adult ESL and EFL environments. Students explore issues related to Intensive English Programs, English for Occupational Purposes, Program Administration, and English as an International Language. Students observe classes in regional IEPs, develop an EOP program, receive hands-on experience in administration, apply research to various adult EIL teaching situations, and do an in-depth study of an EFL context.
Prerequisites: EESL 610 [Min Grade: C]

EESL 689. Internship Seminar in ESL. 1 Hour.

Provides an opportunity to explore in-depth effective ways to deliver instruction during the internship experience. Must be taken concurrently with EESL 690.
Prerequisites: EESL 610 [Min Grade: C]

EESL 690. Internship in Second and Foreign Languages, P-12. 3 Hours.

Meets the internship requirements of the state code. Interns are engaged in the full scope of teaching activities including planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties.
Prerequisites: EESL 610 [Min Grade: C] and EESL 620 [Min Grade: C] and EESL 630 [Min Grade: C] and EESL 615 [Min Grade: C] and EESL 625 [Min Grade: C]

EESL 691. Internship in Second and Foreign Languages. 3-9 Hours.

Meets the internship requirements of the State Code. Interns are required to engage in the full scope of teaching activities and planning and delivering lessons, evaluating students, and conducting managerial tasks and other appropriate duties. Approval of internship applications required.

EESL 697. ESL Practium: Adult Learners. 3 Hours.

A standards-based course offering practical application of the knowledge and skills learned in other courses for teaching ESL to adult language learners. After doing structured observations of professional ESL educators and participating in the corresponding debriefings, novice teachers engage in the full scope of ESL teaching activities. They plan and deliver lessons, evaluate learners and their language development, and conduct managerial tasks and other appropriate duties. Prerequisite: Approval of practicum application.
Prerequisites: EESL 610 [Min Grade: C]