Concordia University Chicago's MA in Curriculum and Instruction with ESL Endorsement develops teachers as leaders in their individual classrooms, schools, districts and in the broader global community.
This program achieves a balance between the practical, everyday needs of teachers in the classroom and the critical thinking and decision-making skills that are necessary for candidates to develop as competent teacher leaders. It cultivates a sense of responsibility toward and provides the necessary tools for effective teacher advocacy.
Graduates are equipped to both envision and enact educational change for language learners throughout the country and beyond. The program develops teachers with the integrity to actively respect the learning of all students integrate appropriate curriculum methodologies across the various content areas, and engage in policy recommendations and advocacy for their communities.
To be eligible to receive this master of arts degree, students must complete 30 credit hours of coursework as well as the capstone experience, all of which are detailed below.
A capstone seminar that explores teaching as a reflective practice. Reflection on one’s own beliefs and assumptions as they relate to teaching and learning.
Educational objectives and the selection and organization of learning experiences. Contemporary types of curriculum organization, factors affecting curriculum, pertinent research.
This course helps you develop richer and more systematic interpretations of the historical, philosophical, and social foundations of American education and schooling. You will be challenged to examine the various aims, policies and practices of American education, as well as the ways in which schools have served as agents of socialization and social control. Through the lens of applied ethics, you will examine the ways in which contemporary educational debates often reflect long-standing historical and philosophical tensions. You will develop the ability to understand and describe how educational problems are often rooted in and symptomatic of social arrangements and broader social ills (such as poverty, discrimination, and segregation) that extend well beyond the classroom or school yard and impact families, communities, and local and national economics and politics. Throughout this course, you will be encouraged to craft a vision of what is possible and to articulate a plan for action in your own classroom, school, and educational context.
Principles of teacher research. Focus on development of basic research skills to carry out Action Research, Self Study, or other practitioner research projects with the goal of improved teacher practice. Skills for interpreting published research are also emphasized.
These courses fulfill the State of Illinois requirement for ESL endorsement.
Analysis of the symbolic systems and the cultural bases of English in relationship to other languages through exploration of structure and history, language development and variation and communicative competence in the context of language use.
Critical issues related to bilingualism and biculturalism in the contexts of language, culture, race, ethnicity, identity, social class, and political power between majority and minority cultures. Programmatic considerations in K-6 and 7-12 education.
Exploration of psychological, linguistic and cultural foundations in teaching English as a second or additional language. Examination of current trends in ESL teaching and instructional strategies that accommodate students in all levels of ESL/EFL settings.
Exploration and analysis of relevant K-12 pedagogical approaches, methods, and strategies needed to convey to a diverse population state and professional standards-based curricula. Development, adaptation, and evaluation of materials for implementation in lesson planning and assessment for teaching English to speakers of other languages to particular groups of different ages, ability levels, and cultural backgrounds. Inclusion of strategies that foster both language acquisition and academic achievement in speaking, reading, writing, and listening. Includes 30 hours of fieldwork.
Comprehensive overview of current developments in the assessment of English language learners in the context of school learning and academic achievement. How to structure assessment procedures to reflect current research understandings, best classroom practices, and state and federal mandates are emphasized. Analysis of purposes and forms of assessment, barriers to fair assessment of ELLs, and designing and adapting authentic assessment tools for formal and informal methods of assessing English proficiency and academic development in English at varying levels. Includes 20 hours of fieldwork.
Analysis of the cultural, social, psychological, structural and sociopolitical processes effecting cross-cultural learning in schools and the larger society.
Throughout the program, candidates will be required to reflect on their beliefs and practices as they relate to education. At the completion of the coursework, candidates for the master of arts in curriculum and instruction, ESL endorsement, will be required to write a capstone paper demonstrating their understanding of content and theory, and their ability to apply content and theory to practice.
This program prepares educators to be effective in promoting student learning and development in the acquisition of English as a new language.
It is designed to help candidates:
In addition to the overall objectives of the Curriculum, Language and Literacy department and its programs, candidates will acquire the following knowledge and competencies:
Throughout the program, candidates are required to integrate their new knowledge, skills and instructional practices into their current educational settings.
At the completion of all coursework, candidate are required to complete a capstone assessment that demonstrates their understanding of content and theory and their ability to apply this new knowledge to practice.
This program is offered in a traditional, cohort, face-to-face setting in a variety of locations and is typically completed in two years. This program is also offered online.
Our distinctive cohort system encourages you to foster lifelong professional relationships and worthwhile friendships. You will complete the program one class at a time, according to your cohort template sequence with your group. This collaborative environment facilitates learning and reinforces achievement. In addition, we offer occasional networking opportunities for our graduates, encouraging them to interact with other cohorts, educational professionals and alumni.
A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.
Concordia University Chicago's MA in Curriculum and Instruction, ESL endorsement, is nationally recognized by TESOL through the NCATE (National Council for Accreditation of Teacher Education) program review process.
Concordia-Chicago’s education programs received their first recognition by NCATE in 1962 and the colleges in which they are housed have been continually accredited since that time. The recognition is a highly sought distinction of excellence granted to select few programs across the country that meet the national accrediting body’s highest and most rigorous standards for the preparation of educational leaders.
The ESL endorsement program is aligned with TESOL standards.