This 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.
Total cost at ACE$8,990
(tuition + fees)
Compare with other institutions*:
University of Phoenix
*Based on information provided on each institution's website as of August 2017
Applications due August 17 for August 20, 2018 TermView Tuition Details
Tiffany Hamlett, Ph.D.
Administrative Faculty and Chair,
Department of Teaching and Learning
Dr. Tiffany Hamlett has worked in higher education for eight years in various educational fields. Her background includes early childhood education, curriculum development, and research methods. In addition, she serves as a reviewer for Social Development and the Southern Early Childhood Association. She is particularly interested in studying developmentally appropriate practice, lifespan development, and constructivist teaching practices.
We are, and always have been, regionally accredited by The Higher Learning Commission. This accreditation guarantees that our programs meet certain levels of quality standards.
A note about licensure:
Graduates of programs which are approved to lead to licensure, endorsement, or certification may be subject to additional requirements for the receipt of their licensure, endoresement, or certification in the state in which they intend to teach or administrate.
Students are solely responsible for determining whether they are eligible for licensure in the state in which they intend to teach or administrate. It is vitaly important that students know and be continually aware of the requirements for licensure in their state.
**Granted Accreditation by the Teacher Education Accreditation Council (TEAC) for a period of seven years: May 3, 2013 to May 3, 2020. This accreditation certifies that this program has provided evidence that it adheres to TEAC's quality principles.
M.Ed. in English as a Second Language and Bilingual Education
34 semester credits x $235 per credit
$50 Application Fee
$850 Technology & Library Fee ($25 per credit)
$100 Program Conferral Fee
Total Program Cost*
*This is an estimate value of the cost for tuition and fees. Amounts may vary depending on the program selected, state of residence, 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.
M.Ed. in English as a Second Language and Bilingual Education
*Applicants whose overall GPA, or GPA in the last 60 hours is below 2.50 will not be admitted to the degree program
All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.
All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:
Explore the classes you'll take to fulfill this program's 34 semester credit requirement. For more information, a complete list of requirements, and state-specific course options, see the College Catalog.
(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.
(3 semester credits)
This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms. An emphasis is placed on providing students with knowledge that 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. Throughout the course, students identify the elements that scientifically-based research and action research share. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders.
(3 semester credits)
This course reviews data related to the effectivemess of educatioanl initiatives emphasizing evidence-based instructional design models used to assess andinstruct 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.
(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.