Concordia University Chicago's MA in ELL/ESL and Bilingual is embedded in the curriculum and instruction master of arts program. It is explicitly focused on developing teachers as leaders in their individual classrooms, schools and districts, as well as 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. This program further cultivates a sense of responsibility toward and provides the necessary tools for effective teacher advocacy.
Graduates from the ESL+bilingual/curriculum and instruction master of arts degree program will be 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.
Analysis and application of ethical principles to historical issues in American education, including the relationship of Christian life to educational issues.
Understanding of action research in educational settings. Focus on development of basic action research skills for 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.
Exploration of principles and methodology for planning, selecting, implementing and evaluating materials used for instructing LEP students in a bilingual classroom. Issues of first and second language development, effective primary language teaching strategies and acculturation matters.
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.
The ESL curriculum and instruction master of arts degree 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 in the ESL/Curriculum and Instruction program:
Throughout the program, candidates will be required to integrate their new knowledge, skills and instructional practices into their current educational settings. At the completion of all coursework, candidates for the master's degree in curriculum and instruction 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.
The ESL and bilingual endorsement program is aligned with TESOL standards.
Upon completion of the ESL strand of the master of arts in curriculum and instruction, candidates are ready to sit for the Content Test in English as a Second Language. Completion of this requirement makes the candidate eligible for the ESL endorsement to be attached to an existing Standard Teaching Certificate offered by the State of Illinois.
Upon completion of the bilingual strand of this degree, candidates are eligible to sit for the State of Illinois language examination in the non-English language to be taught.