M.Ed. in TESL Program

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M.Ed. in TESL

The Master of Education with a concentration in the Teaching of English as a Second Language (TESL) is designed for teachers interested in fostering academic success for learners whose language is not English. It takes into consideration the needs of the Sheltered English immersion (SEI) classroom and provides instructors with the theoretical and practical knowledge to promote effective teaching of English language skills and sheltered content areas. The degree leads to an Initial License in ESL (PreK-6 or 5-12). (See Licensure in ESL)

Graduate Catalog (2016-2017)



Graduate Catalog 2016-2017

For M.Ed. in TESL, go to pages 112-115.

For Graduate Academic Policies and Regulations, go to pages 13-23.


M.Ed. in TESL Program Requirements





Application Form

1. The applicant must possess an undergraduate degree from a regionally accredited college or university.

2. The applicant must have a minimum undergraduate grade point average of 2.80 on a 4.00 scale or a quality point average of 3.00 for all coursework completed in the last two years of undergraduate study.

3. Two (2) letters of recommendation. One letter should be from a current or recent employer or supervisor, and the other letter from a professor or colleague.

4. A typed, 300-word statement discussing motivation for seeking master's degree.

5. Applications are accepted on a rolling basis. Students may begin the program in Fall, Spring, or Summer.

Graduate Application Form


International applicants

Transcripts from universities outside the United States must be evaluated by a credit Evaluation Service such as World Education Services (www.wes.org). Several other agencies are available.

Matriculated students

Graduate students admitted to a master's program must enroll in courses in the semester in which they were admitted. If a student chooses not to enroll, the student may defer admission for up to two semesters, not including summer.

Non-Matriculated Students

Students may enroll in no more than two graduate courses before formal admission to a master's program. Such courses must have been completed no more than five (5) years prior to the date of formal admission to FSU.

Transfer Credit






Graduate course approval Form


Transfer credit for prior graduate coursework completed at another regionally accredited college or university will be considered at the time of admission based on course descriptions and documentation submitted with the students's application. Transfer credit is limited to two (2) graduate courses and must have been completed with a grade of B (3.00 on a 4.00 scale) or better provided they were earned no more than five (5) years prior to the date of admission. Exceptions may only be made by the admission committee.

Students who have earned a Master of Education (M.Ed.) from Framingham State University may apply the three common core Education courses to the M.Ed. in TESL.

Courses taken in the Graduate Certificate in TESL Program at Framingham State University may apply to M.Ed. TESL Program.

N.B. Professional Development courses, including those taken at Framingham State University, do not transfer to graduate programs. Credit will not be given for life experiences or undergraduate educational experiences.

Graduate Course Approval Form

Program Requirements

The M.Ed. in TESL program requires successful completion of the followig ten (10) courses listed below. A written comprehensive examination is required as the student's culminating experience. The exam is taken during the student''s final semester of study. (see below)


EDUC 991 Philosophy of Education and Teaching Practice

Deals with an understanding of educational philosophies as the basis for educational practice; with the development of one’s own educational philosophy; and with the use of the philosophical bases to address issues of instruction, (e.g. individual assessment, appropriate communication, and equality in education).

EDUC 998 Language Development and Communication

Considers typical and atypical language acquisitions and development in children. Topics covered include difference between first and second language acquisition, the communication process, the relationship between the language of the school and the language of the community. Implications of ethnic, linguistic, psychological, and cultural differences among children for language learning are explored.

EDUC 999 Research and Evaluation

Focuses on practical research related to students, curriculum, and schools. Research methodology, including technology, is used to improve teaching, learning, and the educational setting. Students complete a content-specific research project related to their designated graduate program. educational setting. Students complete a content-specific research project related to their designated graduate program.


TESL 901 Language Structure: Phonetics and Morphology

An introduction to the universal linguistic properties of sound systems and the basic features of the sound system of English. The rules of word formation and aspects of morphological typology are also examined. English is compared and contrasted with other languages. Note: This course satisfies the M.Ed. in Spanish program requirement of Romance linguistics study.

TESL 902 Language Structure: Syntax, Semantics, and Pragmatics

An introduction to the ways in which words are organized to form sentences and how words and syntactic structure combine to yield meaning. The combining of sentences into conversations to express a range of attitudes and relationships is also covered. English is compared and contrasted with other languages.

TESL 913 Current Issues in Second Language Acquisition

A review of recent research and theories of second-language acquisition and the factors that lead to successful English proficiency in the academic environment. Exposure to standards- based English Language proficiency testing instruments and their purposes relative to identification of competencies and placement of the ELL’s. Practice with test interpretation and administration of a variety of formal, informal, and authentic assessments through a case study assignment, and pursuant to the case study the demonstration of how English Language proficiency tests are in alignment with WIDA standards. Consideration of language difference vs. learning disability is included.

TESL 920 Technology in the Second Language Classroom

An exploration of the use of current technologies in teaching and learning in the second language and foreign language classroom. Attention is iven to technologies that enhance collaboration, communication, and creativity among learners. Includes the design of lesson plans that incorporate technologies such as Wikis, Blogs, Podcasts, and other collaborative web-based tools for classrooms.

TESL 936 The Teaching of Second Language Skills

An examination of the theories and sheltered principles for developing the language skills of listening, speaking, reading, and writing for second language learners. Special attention is given to second language learners in bilingual or multilingual classrooms. Language assessment instruments are studied. Individual and social variables that affect performance are treated. The incorporation of the Massachusetts Curriculum Frameworks into lesson plans is emphasized.

TESL 948 Teaching Reading and Writing in the Sheltered English Immersion Classroom

An exploration of reading and writing theory and research and their application in shaping and developing literacy skills in English language learners. Balanced reading and writing instruction, specific sheltered English literacy strategies that include vocabulary development, and measures for assessing literacy skills form the core of this course. The Sheltered Instruction Observation Protocol (SIOP) and related content lessons and materials are included.

TESL 966 Seminar in Applied Linguistics

An advanced seminar whose topics change from term to term. Topics in sociolinguistics, psycholinguistics, discourse analysis, and conversational analysis are considered. Recent focus: A look at the complex socio-political issue of dominant and non dominant national languages and prestige foreign languages. The course examines the effects of national policies on local languages and cultures and the role of educational institutions in promoting social unity and cultural diversity. Examples of bilingual, immersion, and integrated models are examined. Particular attention is given to multiculturalism.


Course Schedule






Fall semester: TESL 902, TESL 920, TESL 936

Spring semester: TESL 901, TESL 948, TESL 966 (TESL 913 may be offered Spring 2017)

Summer: TESL 913

Fall, Spring, and Summer: EDUC 991, EDUC 998, EDUC 999

There is no prerequisite for any of the above courses. Courses may be taken in any order.

Students should keep in mind that the seven (7) TESL Concentration courses are offered once a year whereas the three (3) Education Core courses are offered fall, spring, and summer. Students should schedule accordingly.

Link to Academic Calendar

Academic Calendar

Link to Graduate Program Forms

It is the students responsibility to keep current with semester due dates and deadlines.

Academic Calendar

Graduate Program Forms



GRADUATE ACADEMIC POLICIES AND REGULATIONS (Graduate Catalog, 2016-2017 (pages 13-23)

Leave of Absence


Graduate Leave of Absence Form

Inactive Students


All continuing matriculated graduate students (not newly matriculated) must enfoll in at least one course in both fall and spring semesters in order to remain active in their program. If a student elects to take a semester off (in fall or winter), a formal Leave of Absence Application must be submitted two weeks prior to the semester and approved by the Office of Graduate Studies. A student who does not request a leave of absence and elect not to enroll at least in one course during fall or the spring semesters will become inactive at the University.

Graduate Leave of Absence Form

Inactive students must apply for re-admission prior to the start of the semester when seeking to return to active status.

Application for Readmission


Academic Course Load


Time Limits

Students matriculated in a part-time graduate program can take no more than two courses during fall and spring semesters and no more than three courses during the summer term. Enrolling in three (3) courses is considered full-time and requires the written approval of the academic advisor.

All requirements for the degree program must be completed within six (6) years from the end of the semester in which the student is first matriculated in a master's program.

Academic Warning

Completion of a graduate degree program requires that all students achieve a minimum of 3.00 quality point average in graduate courses. Only credits received from Framingham State University are included in the calculation. Students are epected to monitor their academic progress and will receive an academic warning if their grade point average falls below 3.00. (Grade reports are viewable online through the portal, my Framingham.)

The following circumstances result in an academic warning:

1. A student shall receive a warning the first time the cumulative quality point falls below 3.00.

2. A student shall receive a warning when the student receives one grade below "B-" (2.70)

Academic Dismissal

The following circumstances result in an academic dismissal:

1. A student may be dismissed upon completion of a semester in which the cumulative quality point falls below 3.00 and when a warning previously has been given. Students may not receive more than one warning before being dismissed.

2. A student shall be dismissed if the cumulative grade point average remains below 2.70 for two consecutive semesters.

3. A student shall be dismissed when the student accumulates two grades below "B- (2.70) upon receipt of an "F" grade (A grade below a C is recorded as an 'F') when the student accumulates two grades below "B- (2.70).

4. A student shall be dismissed upon receipt of an "F" grade (a grade below a C is recorded as an "F". The "F" grade is permanently recorded on the transcripts unless the course is retaken (see approval to repeat a course. Graduate Catalog, p. 19).

5. Upon notification of dismissal, students have up to one semester from the date of notification to make a formal written appeal for readmission (see Grade Appeal policy in Graduate Catalog, pages 19-20.)

University Policies

Policies regarding Class attendance, Grading System, Academic Honesty, Nondiscrimination are stated in course syllabi.

For more details regarding the above , see Catalog 2016-2017, pages 21-23.

Comprehensive Examination



Application Link






The comprehensive examination (comps) is a written three-hour examination administered twice a year, on December 1 and on May 1. If the date falls on a holiday or a weekend, the exam is administered on the workday immediately following 12/1 and 5/1.

Application for the Comprehensive Examination is due the semester preceding the semester in which the student intends to graduate. The due dates are August 15 for the December 1 exam and January 15 for the May 1 exam.

Graduate Candidacy & Comprehensive Examination Form

The Application Form includes both Commencement and Comprehensive Examination information.

The comprehensive examination is conducted by a four-member panel and must be passed with a minimum grade of B-. A majority ruling determines the results.

A student who fails the comprehensive examination is given one opportunity to take it again. The repeat cannot be taken in the semester of failure without approval of the Dean and Program Advisor. Students must file a new application. Students are not allowed more than one attempt to retake the comprehensive examination. For more details, see Catalog pages 15, 16.

The comprehensive examination grading rubric and the study guides are reviewed each fall.

Rubric       Study Guide 1     Study Guide 2       Study Guide 3      Study Guide 4 (from spring 2016)