English as a Second Language
UAB's graduate degree program in English as a Second Language (ESL) is fully online. This program offers a Master of Arts in Education (M.A.Ed.) degree and an Educational Specialist (Ed.S.) degree. It also offers two Graduate Certificates from UAB's Graduate School. All of these degrees and certificates embody a three-fold purpose. The first purpose is to train educators in meeting the needs of a growing population of English learners of all ages (from preschool through adult) in Alabama, across the U.S., 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 quality ESL graduate degrees are available to teachers everywhere by offering online courses.
The ESL master's degree program has three tracks. The traditional track is for teachers who are already-certified at the bachelor's level and wish to earn a master's degree in ESL and Class A certification for teaching ESL to K-12 learners, issued by the Alabama State Department of Education (ALSDE). The alternative track is for prospective teachers who wish to enter the K-12 teaching profession by earning Alternative Class A certification in ESL from the ALSDE. The TESOL track (non-certification) is to prepare prospective teachers for teaching ESL to adult learners in the U.S. and learners of any age overseas. Additionally, the traditional and alternative tracks offer options for earning dual certification (from the ALSDE) in ESL and French, as well as in ESL and Spanish.
The EdS-TESOL program has two tracks. The certification track is for Alabama teachers who hold Class A certification in any teaching field and wish to earn an EdS-TESOL with Class AA certification in ESL from the ALSDE. The professional track is for ESL teachers from other states as well as ESL teachers of adult learners; it does not lead to K-12 certification from the ALSDE. The EdS-TESOL infuses an inquiry-focused approach that prepares teachers for assuming leadership roles in curriculum development and instructional delivery. It 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.
UAB offers the Teaching Multilingual Learners (TML) graduate certificate and the Teaching English as an Additional Language (TEAL) graduate certificate. The TML certificate consists of 12 graduate credit hours and focuses mainly on teaching ESL to P-12 learners. The TEAL graduate certificate consists of 15 graduate credit hours and focuses fully on teaching ESL to adult learners. Both certificates can be earned while pursuing an ESL master's degree or the EdS-TESOL. The TEAL certificate can also be combined with another 15-hour certificate at UAB for earning the Interdisciplinary Graduate Master's degree.
Prospective students should contact the Program Director, Dr. Josephine Prado, at jprado@uab.edu (205-975-5045).
For detailed information regarding admission requirements for the School of Education and Human Sciences graduate programs, please visit the Admissions Requirements website at https://www.uab.edu/education/studentservices/admission-requirements.
Master of Arts in Education in English as a Second Language Fifth Year Alternative Master's Program
The M.A.Ed in English as a Second Language degree for the fifth year alternative program requires a minimum of 43 hours for the concentration in ESL and 55 hours for the concentrations in ESL/Spanish and ESL/French. To successfully complete the program, the minimum required GPA is 3.25.
| Requirements | Hours | |
|---|---|---|
| EESL 530 | Methods and Materials of Teaching ESL | 3 |
| EESL 512 | Curriculum, Program, Policies | 3 |
| EHS 556 | Classroom Mgt in Sec Schools | 3 |
| EESL 560 | Effective Teaching and Learning | 3 |
| ECY 600 | Introduction to Exceptional Learner 1 | 3 |
| EESL 510 | Second Language Acquisition | 3 |
| EESL 513 | Teaching ESL in a Multicultural Society 2 | 3 |
| EESL 515 | Grammar and Linguistics for ESL Teachers | 3 |
| EESL 525 | Phonology for Second Language Teachers | 3 |
| EESL 589 | Internship Seminar in ESL | 1 |
| EESL 590 | Internship in Second and Foreign Languages, N-12 | 6 |
| EPR 510 | Measurement and Evaluation in Education ECE | 3 |
| or EPR 511 | Measurement and Evaluation in Education Secondary Ed | |
| EESL 540 | Teaching New Languages Through Reading and Writing | 3 |
| Total Hours | 40 | |
- 1
ECY 600 required if a survey of special education course not completed previously
- 2
Diversity standards met in EESL 513
ESL Concentration
| Requirements | Hours | |
|---|---|---|
| advisor-approved ESL elective 500+ level | 3 | |
| Total Hours | 3 | |
French and ESL Concentration
| Requirements | Hours | |
|---|---|---|
| EFL 539 | Methods I: World Languages | 3 |
| Advisor-approved 500+ level courses in French | 12 | |
| Total Hours | 15 | |
Spanish and ESL Concentration
| Requirements | Hours | |
|---|---|---|
| EFL 539 | Methods I: World Languages | 3 |
| Advisor-approved 500+ level courses in Spanish | 12 | |
| Total Hours | 15 | |
Master of Arts in Education in English as a Second Language Traditional Master's Program
The M.A.Ed in English as a Second Language degree for the traditional program requires a minimum of 30 hours for the concentration in ESL and 42 hours for the concentrations in ESL/Spanish and ESL/French. To successfully complete the program, the minimum required GPA is 3.25.
| Requirements | Hours | |
|---|---|---|
| EESL 610 | Second Language Acquisition | 3 |
| EESL 612 | Curriculum, Programs and Policies | 3 |
| EESL 613 | Teaching ESL in a Multicultural Society 1 | 3 |
| EESL 615 | Grammar and Linguistics for ESL Teachers | 3 |
| EESL 625 | Phonology for Second Language Teachers | 3 |
| ECY 600 | Introduction to Exceptional Learner 2 | 3 |
| EESL 630 | Methods and Materials of Teaching ESL | 3 |
| EESL 640 | Teaching New Languages Through Reading and Writing | 3 |
| EESL 660 | Effective Teaching and Learning | 3 |
| EESL 690 | Internship in Second and Foreign Languages, P-12 | 3 |
| Total Hours | 30 | |
- 1
Diversity standards met in EESL 613
- 2
ECY 600 required if survey of special education course not completed previously
ESL Concentration
| Requirements | Hours | |
|---|---|---|
| advisor-approved education course 500+ | 3 | |
| Total Hours | 3 | |
French and ESL Concentration
| Requirements | Hours | |
|---|---|---|
| EFL 611 | Advanced Methods: World Languages | 3 |
| Advisor-approved 500+ level courses in French | 12 | |
| Total Hours | 15 | |
Spanish and ESL Concentration
| Requirements | Hours | |
|---|---|---|
| EFL 611 | Advanced Methods: World Languages | 3 |
| Advisor-approved 500+ level courses in Spanish | 12 | |
| Total Hours | 15 | |
Master of Arts in Education in English as a Second Language Non-Certification TESOL Track
The M.A.Ed in English as a Second Language degree requires a minimum of 33 hours for the non-certification concentration in TESOL. To successfully complete the program, the minimum required GPA is 3.00.
| Requirements | Hours | |
|---|---|---|
| Language Development | ||
| EESL 610 | Second Language Acquisition | 3 |
| EESL 627 | Teaching Adult Language Learners 1 | 3 |
| Linguistics | ||
| EESL 615 | Grammar and Linguistics for ESL Teachers | 3 |
| EESL 625 | Phonology for Second Language Teachers 1 | 3 |
| Pedagogy | ||
| EESL 637 | Methods Teaching English as an International Language 1 | 3 |
| or EESL 630 | Methods and Materials of Teaching ESL | |
| EESL 647 | Instruction and Assessment: Reading and Writing | 3 |
| or EESL 640 | Teaching New Languages Through Reading and Writing | |
| EESL 657 | Instruction and Assessment: Listening and Speaking | 3 |
| EESL 687 | English for Specific Purposes 1 | 3 |
| Diversity | ||
| EESL 617 | Teaching English in a Global Context | 3 |
| or EESL 613 | Teaching ESL in a Multicultural Society | |
| Clinical Experiences | 6-9 | |
| EESL 007 | Community English Teaching 1 | 0 |
| EESL 677 | Field Studies 1 | 1-3 |
| EESL 697 | ESL Practium | 1-3 |
| EESL 698 | Teaching Apprenticeship | 2-3 |
| Total Hours | 33-36 | |
- 1
UAB's Graduate Certificate Courses (15 credit hours): "Teaching English as an Additional Language"
UAB offers an Educational Specialist degree in Teaching English to Speakers of Other Languages (TESOL). As a post-MA degree, this EdS-TESOL provides advanced training in the teaching and learning of English as a Second Language (ESL) and English as a Foreign Language (EFL). Targeted for educators who already hold a master's degree in TESOL or a related area, this program equips TESOL educators with state-of-the-art instructional strategies for meeting the evolving needs of linguistically and culturally diverse learners, with collaborative skills for serving as reflective practitioners to guide change, and with mentoring techniques for positively influencing student achievement and institutional improvement. This EdS-TESOL prepares educators to assume mentorship and leadership roles to guide other educators in meeting the English-learning needs of their students in P-12 and adult settings. To that end, it prepares educators to become dynamic leaders and effective change agents by developing their capacity to serve as lead teachers, division heads, instructional coaches, professional development facilitators, and program specialists.
The EdS-TESOL has two tracks. The certification track is for Alabama teachers who hold Class A certification in any teaching field from the Alabama State Department of Education (ALSDE) and who wish to earn Class AA certification in ESL. The professional track does not lead to K-12 certification from the ALSDE; it is for ESL teachers in other states and also for ESL teachers of adult learners.
At UAB, this EdS-TESOL degree is classified by the National Center for Education Statistics (NCES) with code 13.1401 Teaching English as a Second or Foreign Language. In the NCES Classification of Instructional Programs (CIP), this code defines programs that "focus on the principles and practice of teaching English to students who are not proficient in English or who do not speak, read or write English, and that may prepare individuals to function as teachers and administrators in such programs." Within this code, UAB's EdS-TESOL program is unique in how it offers two distinct tracks - the certification track and the non-certification track.
Educational Specialist (EdS) in TESOL (Certification)
This track leads to Class AA certification in ESOL issued by ALSDE. Students who hold Class A certification in ESOL complete 30 hours which must include EESL 647, EESL 657, EESL680, and EESL 687. Students who hold Class A in another teaching field complete 36 hours which must include EESL 610, 612, 613, 615, 625, 630, 640, 680, and 690. For Class AA certification in ESOL, the minimum required program GPA is 3.50.
| Requirements | Hours | |
|---|---|---|
| Introduction to Exceptional Learner 1 | ||
| Track 1 (candidates w/Class A in non-ESOL teaching field) | 12-15 | |
| Requirements | ||
| Second Language Acquisition (if not already taken) | ||
| Curriculum, Programs and Policies | ||
| Grammar and Linguistics for ESL Teachers | ||
| Phonology for Second Language Teachers | ||
| Teaching New Languages Through Reading and Writing | ||
(EESL 647 if EESL 640 was used towards an earlier degree) | ||
| Track 2 (candidates with Class A in ESOL) | 12 | |
| Requirements | ||
| Instruction and Assessment: Reading and Writing | ||
| Instruction and Assessment: Listening and Speaking | ||
Two advisor-approved ESL electives from among the following courses | ||
| Teaching English in a Global Context | ||
| Teaching Adult Language Learners | ||
| Methods Teaching English as an International Language | ||
Advisor-approved courses in ESL or related to ESL (3-6 hours) | ||
National Board Certification in English as New Language by enrolling in EESL 681 and EESL 677 (6 hrs) | ||
| National Boards in English as a New Language and Field Studies (National Board Certification in English as New Language ) | ||
| Diversity | 3 | |
| Culturally and Linguistically Responsive Instruction 2 | ||
| Additional Courses | ||
| Track 1 (candidates w/Class A in non-ESOL teaching field) | 6 | |
| Methods and Materials of Teaching ESL (EESL 637 if EESL 630 was used towards earlier degree.) | ||
| Internship in Second and Foreign Languages, P-12 (The internship will be teaching ESOL and divided between early childhood/elementary and middle/secondary.) | ||
| Track 2 (for candidates with Class A in ESOL) | 3 | |
| English for Specific Purposes | ||
| Elective | 3 | |
| Choose one of the following: | ||
| Teaching ESL in a Multicultural Society | ||
| Teaching Emergent Bilingual Learners in the Early Childhood Setting | ||
| Engaging Families and Communities | ||
| Coaching for Effective Instruction | ||
| Introduction to Statistical Methods in Educational Research | ||
Any Approved 600-level EESL course | ||
| Research | 6 | |
| Introduction to Educational Research Design | ||
| Introduction to Qualitative Methods in Educational Research (Capstone) | ||
| Capstone | 3 | |
| Research in ESL | ||
| Total Hours | 30-36 | |
- 1
Required if not previously completed.
- 2
Approved diversity course
Educational Specialist (EdS) in TESOL (Professional Track)
This track does not leads to Class AA certification in ESOL issued by ALSDE. 30-37 Credit hours.
| Requirements | Hours | |
|---|---|---|
| EESL 610 | Second Language Acquisition 1 | 3 |
| EESL 697 | ESL Practium | 1-3 |
| Advisor-Approved Teaching Field Course | 12 | |
| Curriculum, Programs and Policies | ||
| Grammar and Linguistics for ESL Teachers | ||
| Special Topics in ESL | ||
| Phonology for Second Language Teachers | ||
| Teaching Adult Language Learners | ||
| Methods and Materials of Teaching ESL | ||
| Methods Teaching English as an International Language | ||
| Teaching New Languages Through Reading and Writing | ||
| Teaching Emergent Bilingual Learners in the Early Childhood Setting | ||
| Promoting Global Peace through TESOL | ||
| Instruction and Assessment: Reading and Writing | ||
| Instruction and Assessment: Listening and Speaking | ||
| Effective Teaching and Learning | ||
| Engaging Families and Communities | ||
| English for Specific Purposes | ||
| National Boards in English as a New Language | ||
Any Approved 600-level EESL course | ||
| Diversity Course | 3 | |
| Teaching ESL in a Multicultural Society | ||
| Teaching English in a Global Context | ||
| Culturally and Linguistically Responsive Instruction | ||
| EPR 594 | Introduction to Educational Research Design | 3 |
| Another Research Course | 3 | |
| Research in ESL | ||
| Introduction to Qualitative Methods in Educational Research | ||
| Introduction to Statistical Methods in Educational Research | ||
| Advisor-Approved Education Courses | 9 | |
| Coaching for Effective Instruction | ||
| Introduction to Teacher Leadership | ||
| Analysis and Evaluation of Teaching | ||
| Field Studies | ||
Any Approved 600-level EESL course | ||
| Total Hours | 34-36 | |
- 1
Required if not previously taken.
UAB offers the Teaching Multilingual Learners (TML) graduate certificate and the Teaching English as an Additional Language (TEAL) graduate certificate. Both certificates can be earned while pursuing an ESL master's degree or the EdS-TESOL.
The TEAL graduate certificate consists of 15 graduate credit hours and focuses fully on teaching ESL to adult learners. The TEAL Certificate is an AL-ASSET (Alabama Advanced Specialized Skills, Education, and Training). Its designation indicates approval from the Alabama Council of Graduate Deans to align with the statewide initiative to meet workforce development needs. The TEAL certificate can be combined with another UAB graduate certificate or it can be transferred between UA system campuses and other participating institutions in Alabama to stack into an interdisciplinary master's degree.
The TML certificate consists of 12 graduate credit hours and focuses mainly on teaching ESL to P-12 learners.
Graduate Certificate in Teaching English as an Additional Language
| Requirements | Hours | |
|---|---|---|
| EESL 625 | Phonology for Second Language Teachers | 3 |
| EESL 627 | Teaching Adult Language Learners | 3 |
| EESL 637 | Methods Teaching English as an International Language | 3 |
| EESL 687 | English for Specific Purposes | 3 |
| EESL 677 | Field Studies | 3 |
| EESL 007 | Community English Teaching | 0 |
| Total Hours | 15 | |
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 30 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.
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, and develop instructional activities that embed grammar skills into content-driven lessons. 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. 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 30 hours of field experiences. Required for the Alternative Master’s.
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 30 hours of field experiences. Required for the Alternative Master’s.
EESL 560. Effective Teaching and Learning. 3 Hours.
This course prepares candidates to plan, teach, and assess second and foreign languages in school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment. This course entails 30 hours of field experience. Required for the Alternative Master's in ESL, French, and Spanish.
EESL 570. Engaging Families and Communities. 3 Hours.
This course prepares professional educators to engage families and communities with the overarching idea of shared responsibility for the English learner's academic success. In this course, UAB candidates will determine what family engagement could look like over time and through multiple levels, starting with individual engagement, the engagement of a school, and of a school system.
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 600. TESOL Residency. 0 Hours.
Students in the EdS program’s non-certification track must enroll in EESL 008 during the summer term. During their two-week residency at UAB, they will participate in a TESOL institute on campus and also visit TESOL sites off-campus.
EESL 601L. Community English Teaching. 0-1 Hours.
Students co-teach weekly Community English Classes.
EESL 610. Second Language Acquisition. 3 Hours.
An in-depth look at major theories of second language acquisition. Exploration of learning environments, home language, culture, and other factors that influence second language acquisition. This course entails 30 hours of working with English learners in one's own educational context.
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, and develop instructional activities that embed grammar skills into content-driven lessons.
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.
Topics will vary from year to year.
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.
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 or other English language programs.
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, specifically within PK-12 settings. This course entails 40 hours of field experience working with English learners in one's own school.
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 both for in-person and online instruction. Engaged with approaches aligned with TESOL Standards for ESL/EFL Teachers of Adults, students review language learning needs for 5 program settings: adult/community, workplace, college/university, intensive English, and English as a Foreign Language. During the semester, students design and implement a curriculum for instruction and assessment of language learning outcomes. This course entails 30 hours of field experiences.
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.
EESL 641. Teaching Emergent Bilingual Learners in the Early Childhood Setting. 3 Hours.
This course prepares candidates to work effectively with emergent bilingual learners in the early childhood setting. Candidates will gain context knowledge needed to design curriculum, including literacy, appropriate for emergent bilingual learners and will learn how culture and home language impacts learning additional languages.
EESL 643. Promoting Global Peace through TESOL. 3 Hours.
This course guides graduate students in understanding and facilitating the promotion of global peace within and out of the TESOL classroom through listening, speaking, reading and writing. The goal of this course is for educators to learn to use the tools of negotiation, arbitration, and mediation with an overarching focus on peacekeeping, peacemaking, and peacebuilding.
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. This course entails 30 hours of field experiences.
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. This course entails 30 hours of field experiences.
EESL 660. Effective Teaching and Learning. 3 Hours.
This course prepares candidates to plan teach and assess second and foreign languages in school settings: making informed decisions about context, learners, learner differences, teaching strategies, methodologies, curricula, and assessment. This course entails 30 hours of field experience. Required for the traditional Master's in ESL.
EESL 670. Engaging Families and Communities. 3 Hours.
This course prepares professional educators to engage families and communities with the overarching idea of shared responsibility for the English learner's academic success. In this course, UAB candidates will determine what family engagement could look like over time ( in school years) and through multiple levels, starting with individual engagement, the engagement of a school, and of a school system.
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 680. 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.
EESL 681. National Boards in English as a New Language. 3 Hours.
This course prepares experienced teachers for National Board Candidacy in English as a New Language (ENL). Students enrolled in this course may be either pre-candidates or candidates for National Board Certification.
EESL 687. English for Specific Purposes. 3 Hours.
This inquiry-focused course guides emerging teachers in experiencing the differentiated facets of working in adult ESL and EFL environments. Students explore English for Specific Purposes and related issues in 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.
EESL 689. 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. This course entails 2 weeks of internship in an English learner summer program. Approval of internship application for the traditional master's.
EESL 697. ESL Practium. 1-3 Hour.
In this practicum course, prospective ESL/EFL teachers shadow a professional ESL teacher when teaching an Academic English class. As needed, they also provide specialized support for the ESL students in that class. To enhance their professional growth, these prospective teachers share their reflections and newly-acquired competencies with the EESL 697 course instructor.
EESL 698. Teaching Apprenticeship. 2-3 Hours.
This required teaching apprenticeship is housed in a standards-based course that offers practical application of the knowledge and skills learned in other courses for teaching ESL. After having completed one semester of structured observations of professional ESL educators and participated in corresponding debriefings, novice teachers engage in the full scope of ESL teaching activities. They plan and deliver lessons, assess learners and their language development, and conduct managerial tasks and other appropriate duties.
Prerequisites: EESL 697 [Min Grade: C]
EESL 717. Teaching English in Global Context. 3 Hours.
This course 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 737. Teaching English as an International Language. 3 Hours.
The primary purpose of this course is to guide educators in exploring the teaching of English as a second, new, or foreign language to English learners of all ages. With the goal of expanding an educator's repertoire for teaching speakers of languages other than English, this course considers the relevance of historical approaches and methods used in language teaching during the past century and reviews language methods and approaches used in today’s ESL and EFL classrooms. Educators analyze selected methods and approaches in differing contexts that include English as a Second Language (ESL), English as a Foreign Language (EFL), and English as an International Language (EIL) or English as Lingua Franca (ELF).
EESL 743. Promoting Global Peace through TESOL. 3 Hours.
This course guides doctoral students in understanding and facilitating the promotion of global peace within their classroom and educational setting as well as in other settings, both locally and globally.
EESL 747. Instruction and Assessment: Reading and Writing. 3 Hours.
This course explores the linguistic, sociocultural, psychological, and educational factors that affect literacy development in English as a second or foreign language (ESL/EFL). Educators will analyze literacy-learning needs of English learners (ELs) in diverse contexts and multiple age groups and will participate in effective and engaging ways to meet those needs.
EESL 757. Instruction and Assessment: Listening and Speaking. 3 Hours.
Based on linguistic perspectives and language acquisition research from earlier in their careers, educators will use research, experience, and reflection to further inform their own teaching practice in TESOL. To that end, they will explore the complexities of linguistic, sociocultural, psychological, and educational factors that affect ELLs’ aural and oral development.
EESL 763. Facilitating Intercultural Communicative Competence. 3 Hours.
This course guides doctoral students in understanding and facilitating their students' intercultural communicative competence within and out of the classroom.
EESL 780. Research in ESL/EFL. 3 Hours.
Exploration of research methods conducted in second and foreign language teaching and applications of these methods to inform teaching in the ESL and/or EFL contexts.