Master of Education
English as a Second Language and Bilingual Education

Total cost:

$9,500 View Tuition Details

Application due date for August 17, 2020 term: August 14

Estimated time to completion: 17 Months

Home / Programs / M.Ed. in English as a Second Language and Bilingual Education

Take your career further.

The Master of Education in English as a Second Language and Bilingual program addresses the needs of teachers who are interested in working with linguistically and culturally diverse non-native English speakers. It is aligned to the National Board for Professional Teaching Standards: English as a New Language.

#3

Nationally for most Master’s of Education graduates.*

Key Features of Our Online Master of Education Degree

  • Flexible Study on your schedule. Our online format allows you to plan your coursework around your life.
  • Well-Rounded Approach This program examines the diverse components of education that impact the ELL learner. You will learn about curriculum design, assessment instruments, environments conducive to learning English, and partnership opportunities to assist non-native English speakers.
  • Accelerated Completion If you have completed our Certificate in English as a Second Language and Bilingual Education program, you can apply those credits toward this degree and complete it faster.
  • Accreditation For information about American College of Education's program accreditation, please visit the accreditation page.
  • State Approved This program is approved by the Ohio Department of Higher Education as leading to the Teaching English to Speakers of Other Languages (TESOL) K-12 endorsement.

A few of the classes you'll take.

  • RES5153 Research Methods 3 semester credits
  • ED5123 Diverse Learners 3 semester credits
  • CI5103 Curriculum and Instructional Design for Diversity 3 semester credits
  • BE5033 Methods and Materials for Teaching English as a Second Language 3 semester credits
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Tiffany Hamlett, Ph.D.

Department Chair

Tiffany Hamlett, Ph.D.
Administrative Faculty and Chair,
Department of Teaching and Learning
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A Degree You Can Count On

We are, and have always been, regionally accredited by the Higher Learning Commission, a regional accreditation agency recognized by the U.S. Department of Education. This accreditation guarantees our programs meet certain levels of quality standards.   

A Note About Licensure:

While this program provides a comprehensive understanding of the intended program outcomes, it does not lead to licensure, certification, or endorsement. ACE offers several programs that do provide a pathway to licensure, certification, or endorsement and they can be found here.

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Home / Programs / M.Ed. in English as a Second Language and Bilingual Education

Tuition

M.Ed. in English as a Second Language and Bilingual Education

Total Tuition

34 semester credits
x $235 per credit

$7,990

Fees

$50 Application Fee

$1,360 Technology & Library Fee
($40 per credit)

$100 Program Conferral Fee

$1,510

Total Program Cost*

$9,500

On average, see how ACE compares to other online universities.

How We Cut Costs

Let’s find a plan that fits your budget.

Even without federal loans, there are plenty of ways to finance your education at ACE. When you’re ready to invest in yourself, explore our flexible payment and financing options. Our Student Services reps are available to help you create a workable plan whatever your financial circumstances.

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*This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours, the pace and satisfactory completion of the selected program credit hours, receipt of scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.

State of California Student Tuition Recovery Fund (STRF)

It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment for the Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.

Home / Programs / M.Ed. in English as a Second Language and Bilingual Education

Admission Requirements

M.Ed. in English as a Second Language and Bilingual Education

ACE General Admission Requirements

  • Complete and submit all application components including the admission application, including the enrollment agreement, and payment agreement.
  • Submit the nonrefundable application fee.*
  • Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**

*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

M.Ed. in English as a Second Language and Bilingual Education

  • Bachelor's or Highest Post-Baccalaureate degree earned
  • Minimum Grade Point Average 2.75 on a 4.0 Scale for full admission
  • Minimum Cumulative Grade Point Average of 2.50 on a 4.0 Scale for Provisional Admission*
  • Documentation of at least an initial teaching license (in the state the applicant resides), school service personnel license, or a school services certificate 
  • If applicants do not have a teaching certificate, they may document their teaching status by providing evidence of full-time teaching assignment from an individual in a supervisory capacity or from a human resources official of the school at their current employment

     

*Applicants whose overall GPA, or GPA in the last 60 hours is below 2.50 will not be admitted to the degree program

International Transcript Requirements

All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.

  • Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
  • Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
  • International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.

English as a Second Language Applicants

All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:

  1. Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.

  2. Submission of an official minimum score on the paper or internet-based Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams.
    • The minimum TOEFL score required for the internet-based version is 80, and the paper-based version requires a minimum TOEFL score of 20 for each of the three skills: Reading, Listening, and, Writing.

    • The minimum IELTS score required is 6.5. Note: IELTS is not acceptable for Texas programs leading to certification.

    • The testing agency must send test scores directly to American College of Education.
  3. Applicants to the Texas Educational Leadership program whose first language is not English must submit scores from the Internet-Based (IBT) TOEFL. An overall score of 80, and a score of 26 on the speaking section is required.

Admissions Appeal Process

Applicants have the right to appeal admissions decisions. Begin the process by filling out the admissions appeal here.

Home / Programs / M.Ed. in English as a Second Language and Bilingual Education

Courses

M.Ed. in English as a Second Language and Bilingual Education

Explore the classes you'll take to fulfill this program's 34 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.

Research Courses

(3 semester credits)

This course enables students to become informed consumers of research and to develop skills to prepare them to carry out action research in their professional organizations. An emphasis is placed on providing students with knowledge they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. The course places action research within the context of various types of research and examines research in terms of basic concepts and various purposes, methods, data, and paradigms. Emphasis is placed on how research can become a vital and relevant tool for professional practice.

Education and Teaching Core Courses

(3 semester credits)

This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.; special education, LEP, economically disadvantaged, and ethnic minorities.

Curriculum and Instruction Courses

(9 semester credits)

This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
This course prepares students to implement strategies for building a learning community. An emphasis is placed on the application of the learner-centered principles; cooperative and problem-based learning strategies; and the promotion of integrated curriculum and critical thinking.
This course assists in the development of rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences to build successful learning environments for all learners.

ESL/BL/TESOL Courses

(19 semester credits)

An essential course for all educators, this course provides students with an understanding of the historical, political, social, cultural, and educational concepts and issues that affect linguistically and culturally diverse students in the educational system. A review of local, state, and federal policies regarding entitlement and appropriate school services for English language learners, and important program models are analyzed. Current theories of Second Language Acquisition (SLA), bilingualism, and socio-cultural theories are explored for their pedagogical implications and specific program models within and outside the U.S. are examined for their contributions to student academic achievement.
With the increase of limited-English-proficient students in urban environments, this course examines the impact of culture on society and the educational system, and the importance of culture in addressing the needs of immigrant students. It explores the dynamic processes of acculturation and cultural conflict. Students examine the role of culture in the American educational system and how ethno-linguistic groups contribute to the dynamics of the classroom. Students examine behavioral expectations and learning styles of students from different backgrounds, how that changes the classroom dynamics, and how teacher expectations can affect perceptual judgments of students. Students learn how to design culturally relevant instruction to further the academic success of diverse groups, and learn ways to foster collaborative and dynamic learning environments.
This course provides teachers methods for providing language and content instruction to second language learners. Students consider historical and current English as a second language (ESL) program models and second language acquisition theories, pedagogy, and methodology. Relevant federal, state, and local learning and assessment standards are reviewed and applied to their teaching. Students are guided in creating and presenting teaching units and lessons based on various methods, approaches, and techniques. Students discuss the selection, use, and evaluation of books, multimedia, technology, and other materials. Students examine the application of relevant learning and assessment standards to their teaching of second language learners.
Designed for Bilingual Education, this course prepares teachers in methodology for teaching language and content to English Language Learners in bilingual education programs. Participants critically examine bilingual education program models and theories of bilingual education and literacy, first and second language acquisition, and transfer of skills and content knowledge between first and second language. Participants are guided in creating a teaching unit and adapting and presenting lessons using various methods, approaches, and techniques. Participants discuss the selection, use, and evaluation of books, multimedia, and other materials in the first and subsequent languages. Participants examine the application of relevant learning and assessment standards to their teaching.
Students in this course explore issues of assessment of second language learners within the larger framework of historical, social, cultural, and political contexts. Utilizing a variety of theoretical models related to second language acquisition and academic achievement, students 1) analyze the ways that second language students are diverse, 2) discuss equitable assessment of diverse learners, and 3) evaluate existing instruments for second language learners. Students examine and review relevant state standards for content matter learning and language proficiency, and examine how those are assessed in mandated, large-scale assessment and in classroom assessment (traditional and alternative).
Students in this course cover the following essential dimensions of linguistics and the acquisition of language: language and the brain, first and second language acquisition, major components of linguistics (phonetics, phonology, morphology, syntax, semantics, and sociolinguistics), cognition and learning, and communicative competence. Emphasis is placed on implications for ESL and bilingual education teachers.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the ESL/BL program.

Internship

The completion of an internship is not a graduation requirement for M.Ed. in ESL/BL, however American College of Education offers optional internship courses for students whose state of residence requires the same for endorsement or certification.

  • A separate internship course (EBL5101 - Internship Experience for ESL and Bilingual Education) will be offered following completion of all coursework for students in states requiring an internship for endorsement or certification.
  • Upon completion of the M.Ed. in ESL/BL degree, students will apply and enroll for the internship course as Students-at-Large.
  • Students will be charged the current tuition rates.

Endorsements

Illinois Endorsements

Some courses in the English as a Second Education and Bilingual program are recognized by the Illinois State Board of Education as meeting the coursework requirements for an English as a Second Language endorsement and Bilingual Education endorsement.

• Courses recognized by the Illinois State Board of Education as meeting the coursework requirements for an endorsement in English as a Second Language can be found in English as a Second Language Endorsement. 

• Courses recognized by the Illinois State Board of Education as meeting the coursework requirements for an endorsement in Bilingual Education can be found in Bilingual Education Endorsement. 

Ohio Endorsement

The M.Ed. in English as a Second Language and Bilingual Education program is approved by the Ohio Department of Higher Education as leading to the Teaching English to Speakers of Other Languages (TESOL) K-12 endorsement. The completion of an internship is a OH (TESOL) K-12 endorsement requirement. A separate internship course (EBL5101 - Internship Experience for ESL and Bilingual Education) will be offered following completion of all coursework for students requiring an internship for OH TESOL endorsement.

Notes

  • Students are strongly encouraged to check licensure requirements in the state in which they live, and in the state where they intend to teach or administrate to determine whether they are eligible for licensure, endorsement, or certification.
  • Check availability in your state on the Programs by State section of the ACE website [http://www.ace.edu/admissions/programs-by-state].
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