Gain effective learning and communication strategies to help non-native English speakers develop their language skills.
Webster's master of arts in teaching English as a second language (TESL) graduate program is designed for education professionals with or without teaching experience. While pursuing the master’s degree in TESL, graduate students refine their knowledge of the English language system and second language acquisition. They study phonology, dialects and legal policies that influence the teaching standards. Webster TESL students also focus on theory regarding culture, language structure and teaching methodologies to ensure that they will become influential teachers in the future.
The coursework in this MA in TESL program meets the standards defined by Specialized Professional Associations (SPA) and is nationally recognized by the Council for the Accreditation of Education Preparation (CAEP) for Teachers of English to Speakers of Other Languages (TESOL) to prepare teachers to teach English as a Second or Foreign Language (ESL or EFL).
Join the TESL program in Uzbekistan
Webster University's MA in Teaching English as a Second Language (TESL) has more than 250 current students, hundreds of graduates, and program faculty with professional experiences in more than two dozen countries. The TESL program is offered at the campus in Tashkent and at partner sites in the Uzbek State World Languages University and Samarkand Institute of Foreign Languages.
Webster's Master of Arts in Teaching English as a Second Language Program
- Webster's TESL classes use a four-skills communicative approach to learning language. Classes are interactive, lively and small to encourage more participation and to give instructors more time with each student.
- Instructors have master's degrees, most in TESL/TEFL. Many work as a teacher trainers, and have years of experience teaching English in Uzbekistan abroad.
- Many technological tools are available for language learning, including blogs, electronic classrooms, online discussion tools and video and audio equipment.
The following program goals are built on a conceptual framework of knowledge, implementation and reflection.
Candidates will demonstrate knowledge of:
- The English language system, its components (i.e., phonology, morphology, syntax, semantics, etc.) and issues of linguistic variation (i.e., dialects, discourse, slang, humor, etc.).
- The major theories, key concepts and research in first and second language acquisition (SLA).
- Modern and traditional teaching approaches, as well as the legal processes and policies that have influenced the English as a Second Language field.
- Multicultural aspects and personal variables (i.e., background experiences, values, beliefs, gender) that affect the process of language acquisition and cultural integration.
- Effective learning and communication strategies.
- Curriculum design and appropriate materials/textbooks.
- Current and historical aspects of assessment design and implementation, as well as their implication for various stakeholders.
Candidates will practice in their classroom:
- Various standards-based instructional strategies to support effective educational practices that value individual and cultural differences.
- Standards-based curriculum designed on modern teaching theories and meaningful, authentic content and language materials (i.e., experiences that model social and academic contexts by integrating all language skills – listening, speaking, reading and writing).
- Multiple culturally-informed, valid, reliable, authentic, pragmatic and non-biased assessment techniques that measure learning progress and teacher/program/content effectiveness.
- Technology-centered activities that promote content and language learning, following a constructivist model that allows ample language input and practice.
Candidates will reflect on:
- The roles educators take in collaboration with colleagues, school administrators, paraprofessionals, parents and community members to advocate for the needs of their community of learners and their direct access to resources.
- Personal growth through on-going participation in personal development activities.
- Effectiveness of instructional and assessment approaches in the classroom with the view of achieving equitable education for their ELL students.
- Curriculum appropriateness in compliance with national and regional standards, as well as program expectations and student diverse needs, preparedness, resources and ability.
- The need to support and encourage ELL students and families in their journey of social, cultural and linguistic accommodation.
33 Credit Hours
All subjects are required for graduation. Students complete a total of 33 credit hours.
- TESL 5750 Special Institute: English for Academic Purposes
- TESL 5230 Second Language Acquisition
- TESL 5139 English to Speaker of Other Languages (ESOL) Methods
- TESL 5220 Curriculum Development in Second Language Classrooms
- TESL 5030 Language History, Planning, and Policy
- TESL 5311 Principles and Practices of Language Testing
- TESL 5350 Language and Culture/Pragmatics
- TESL 5710 Grammar for ESL/EFL Teachers
- TESL 5730 Materials Development for Language Classrooms
- TESL 5750 Special Institute: English for Specific Purposes
- TESL 5040 Practicum in ESOL
Upon completion of the Webster University MA TESL program, graduates receive a diploma in teaching English as a second language, as well as acertificate in teaching English as a foreign language. The TEFL certificate is a highly valued qualification in the international market. Courses that allow students to qualify for the TEFL certificate are embedded into the MA TESL curriculum.
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Founded in 1915, Webster University is committed to ensuring high-quality learning experiences that transform students for global citizenship and individual excellence. In 2019, Webster Tashkent joined our network to bring the best of American education with the first U.S. university in central Asia.