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  • M.S. in Teaching English to Speakers of Other Languages (TESOL)

    Prepare for a career as a teacher or course developer
    In our increasingly globalized world, the demand for TESOL professionals is greater than ever before.
    Degree:
    M.S.
    School:
    School of Education
    Location:
    Dobbs Ferry, Bronx, Manhattan, Yorktown Heights & Online
    Credits:
    36

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Teaching English to Speakers of Other Languages (TESOL) M.S. Curriculum

Program and Course Requirements for Master of Science in TESOL - Initial Certificate
Track I 36 Credits
Master of Science in Teaching English to Speakers of Other Languages - Professional Certificate
Track II 33 Credits

Track I: Program and Course Requirements for Master of Science in TESOL - Initial Certificate

  • EDUC 501 Education in Today's Schools
  • EDUC 504 Cltrl Prspctvs Tchng Lrng Prcs
  • EDUC 505 Tchng English as 2nd Lang
  • EDUC 506 Ed Evl/Assmt ECldhd-Adol&Dsabl
  • EDUC 507 Aprchs Lit: EChldhd-Adolescenc
  • EDUC 508 Thry & Prctc Blngl Ed
  • EDUC 509 Lngstcs & Lang Dvlpmnt
  • EDUC 590 Teach Writing/Writing Process
  • EDUC 616 Thry/Prac 2nd Lng Tch Std Disb
  • EDUC 629 Mdrn Eng Strct/Tch Eng 2nd Lg
  • EDUC 636 Mth/Mtrls Tch Eng 2nd Lg PK-12
  • EDUC 709 Student Teaching Experience

Initial Certificate Program Progression:

  • EDUC 505 and EDUC 507 must be completed prior to registering for EDUC 629 and EDUC 636
  • EDUC 636 must be completed prior to registering for EDUC 709
  • EDUC 709 should be taken in the candidate's last semester and candidates must apply for the placement during the semester prior to registration

Track II: Master of Science in Teaching English to Speakers of Other Languages - Professional Certificate

  • EDUC 504 Cltrl Prspctvs Tchng Lrng Prcs
  • EDUC 505 Tchng English as 2nd Lang
  • EDUC 506 Ed Evl/Assmt ECldhd-Adol&Dsabl
  • EDUC 508 Thry & Prctc Blngl Ed
  • EDUC 509 Lngstcs & Lang Dvlpmnt
  • EDUC 590 Teach Writing/Writing Process
  • EDUC 591 Child & Adolescent Literature
  • EDUC 616 Thry/Prac 2nd Lng Tch Std Disb
  • EDUC 629 Mdrn Eng Strct/Tch Eng 2nd Lg
  • EDUC 636 Mth/Mtrls Tch Eng 2nd Lg PK-12
  • EDUC 707 Mentoring Seminar TESOL

Professional Certificate Program Progression:

  • EDUC 505 should be completed prior to registration for EDUC 636
  • EDUC 636 must be completed prior to registering for EDUC 707
  • A passing score on the Content Specialty Test in ESOL is required prior to registering for EDUC 707
  • EDUC 707 should be taken in the candidate's last semester and candidates must apply for placement during the semester prior to registration

Admission to the Master of Science in TESOL requires 12 credits of college-level work in a language other than English, or its equivalent, and a 30 credit undergraduate major in one of the liberal arts or sciences. EDUC 610 Developmental Psychology, or its equivalent, is a prerequisite for the TESOL Program. The program requires completion of an e-portfolio, and obtaining a passing score on the CST in ESOL prior to registration in the clinical practice course, and completion of the previously stated graduate courses.

The Master of Science in Teaching English to Speakers of Other Languages (TESOL) is designed for those students who hold an initial certificate in another content area and are seeking professional ESOL certification. The program requires the same prerequisites as the initial certification program, development of an e-portfolio, passing the CST in ESOL prior to registration for EDUC 707 and completion of the previously stated graduate courses.

Student Classification and Prerequisites

Candidates who meet all prerequisites and admission requirements will be accepted and classified as matriculants.

Candidates without a sufficient undergraduate background in the liberal arts and sciences will be required to take recommended prerequisite courses in accordance with New York State certification requirements. Sufficient college-level background includes: English, mathematics, science, social studies, information retrieval, artistic expression, a language other than English, and a 30-credit concentration in a liberal arts and science academic subject. Candidates will be able to take the necessary prerequisite courses at Mercy College.

Undergraduate prerequisites for students seeking the initial certificate in Childhood, Early Childhood, Literacy, TESOL*, the Dual Certifications programs or the Tri-Certification program are:

  • Mathematical Processes - 6 credits
  • Scientific Processes - 6 credits
  • Historical and Social Sciences - 6 credits
  • Language other than English - 3 credits*
  • Information Retrieval - 3 credits
  • Communications/Humanities/Written Analysis and Expression - 3 credits
  • Artistic Expression - 3 credits

*TESOL majors require 12 credits of the same language.

A course in Child Development or Developmental Psychology is required.

Candidates should consult with the program chair or designee regarding acceptable
academic concentrations or majors.

Undergraduate prerequisites for candidates seeking the initial certification in Secondary
Education and the Dual Certification program are:

  • Communications - 3 credits
  • Humanities - 3 credits
  • Written Analysis and Expression - 6 credits
  • Historical and Social Sciences - 3 credits
  • Scientific Processes - 3 credits
  • Mathematical Processes - 3 credits
  • Artistic Expression - 3 credits
  • Information Retrieval - 3 credits
  • Language other than English - 3 credits

A 30-credit major or equivalent in a liberal arts and science academic subject taught in secondary schools:

  • English
  • Mathematics
  • Biology
  • Chemistry
  • Physics
  • Social Studies (at least 21 credits must be in the history and geography of the U.S. and the world)

Candidates must present at least 18 of the 30 required prerequisite credits in the specific secondary content area or 18 of the required 30 prerequisite credits in the liberal arts and sciences area for matriculation into a program of study. Transcripts are subject to review regarding the appropriateness of courses for specific programs of study.

Language Proficiency

Since the ability to communicate effectively in English with pupils in the classroom is considered paramount, all candidates seeking teacher certification are expected to demonstrate competencies in oral and written English.

Advisement

Upon matriculation, the candidate is assigned an advisor from the Office of Student Services. Each candidate must consult with the advisor, program chair or his/her designee regarding required courses and electives for the program of study selected, and to develop a plan of study for degree completion.

Course Load

Full-time candidates may take nine to twelve credits per semester. No candidate may exceed twelve credits per semester. Part-time candidates may take three to six credits per semester. Courses are offered during the fall, spring, and summer semesters.

Online Component

The courses in the programs have a mandatory online component that enables candidates to interact with the instructor and with one another between class meetings. The purpose of the online component is to encourage interaction among candidates and enrich the learning experience using technology as a learning and communication tool.

Transfer Credits

Graduate courses taken at other institutions prior to admission at Mercy College may, if pertinent to the plan of study, be credited to the graduate degree. Permission to transfer credits must be requested at the time of admission and official transcripts and course descriptions must be submitted to the program chair or associate dean for evaluation. Transfer credit is limited to six semester hours of credit for courses taken within the last five years in which the student has received a grade of B or better. Transfer credits are not recorded as part of the GPA. Courses with a grade of B- or below are not transferable.

After matriculation, candidates may not register for courses at another institution with the intention of transferring credit to Mercy College unless written permission from the Associate Dean is obtained prior to registering for courses. If prior approval is not received, transfer credit will not be accepted.

Maintenance of Matriculation

It is expected that candidates will fulfill the requirements for their graduate degree by registering during successive sessions. For cohort programs, registration is required during summer session(s). Registration is accomplished by either enrolling in classes or maintaining matriculation. The Maintenance of Matriculation fee is $100 per session and is processed as a registration.

Candidates who have not maintained matriculation and wish to return to their program within one year after their last course will be charged the Maintenance of Matriculation fee of $100 for each missed term. Maintenance of matriculation without attending classes is limited to one year. Activated U.S. Military Reservists are not required to pay the Maintenance of Matriculation fee.

Maintenance of Good Academic Standing

The cumulative GPA for both good academic standing and degree conferral is 3.0. A student admitted with specific academic conditions is required to achieve a 3.0 GPA or better after completing a certain number of credits as stipulated by the student’s respective program. Grades are subject to review by the associate dean and program chair at the end of each term. If the academic GPA falls below 3.0, the student may be dismissed or placed on academic probation.

Academic Probation and Dismissal Review

Please refer to the college policies in the Academic Regulations and Procedures section of the course catalog.

Incomplete Grades

If, due to an unforeseeable and extenuating circumstance, a teacher candidate has been unable to complete all course assignments, and has been in attendance for the full term, and has completed the majority of the course assignments, she/he may request an incomplete grade. The issuance of an incomplete grade is at the discretion of the course professor and is not automatic. If granted, the “AGREEMENT FORM FOR INCOMPLETE GRADE”
must be completed by both the professor and the teacher candidate.

After receiving the assignment(s) by the specified due date, the professor will grade the assignment(s), and will contact the registrar and the Associate Dean of Academic Affairs to have the final grade changed based upon the accomplishment of the course objectives according to a specified evaluation plan as presented in the course syllabus.

If the assignment(s) are not completed by the specified due date, the professor reserves the right to change the grade to that which the candidate had earned before requesting the incomplete, or to let it remain a permanent incomplete as outlined in the Mercy College Graduate Catalog.

Time Limit

The School of Education Degree must be completed within five years from the date of the candidate’s admission (exclusive of time spent in the Armed Forces). Exceptions will only be made if a candidate requests an extension in writing and receives the approval of the school dean.

TaskStream Requirement

All School of Education degree, advanced certificate and non-degree candidates must register for and establish an electronic portfolio account through TaskStream. TaskStream accounts are free for candidates and faculty. Course instructors have the information needed to set up an account, if you do not already have one, or to renew a previous account. Candidates will contribute assignments to the portfolio throughout their program of study and will include the course key assessments and specific assignments as required by the candidate’s degree or advanced certificate program. The key assessments are critical to our program improvement efforts and to continuing accreditation. A student’s final course grade for courses with a key assessment cannot be submitted until all necessary assessments have been uploaded to TaskStream.

The completed e-Portfolio is the capstone requirement in all School of Education degrees and certificate programs and successful evaluation of the e-Portfolio is required for the degree or certificate.

Organization of the Program

Candidates in both the Initial and Advanced Teacher certification programs follow a three-transition point progression through the program leading to the completion of degree and certification requirements.

Transition Point One: Admission to Program

Admission is determined by transcript analysis and GPA review. 

Transition Point Two: Admission to Clinical Practice

Candidates seeking initial certification in Early Childhood, Childhood, Secondary or Teaching English to Speakers of Other Languages, must complete a clinical practice to meet degree and certification requirements. Depending on your current classroom employment and teaching experience candidates will register for either:

EDUC 709 Student Teaching Experience - Open to candidates who do not currently possess New York State certification (Initial Candidates)
EDUC 713 Seminar in Teaching — Open to candidates who are employed as teaching assistants or paraprofessionals.
EDUC 537 Current Critical Issues in American Education - Open to candidates who are the teacher of record in a private, charter or parochial school.
EDUC 707 Mentoring Seminar in TESOL — Open to candidates in the Professional M.S. or the Advanced Certificate in TESOL program.

The “Student Teaching Experience” or “Seminar in Teaching” course provides the candidate with an on-site college supervised classroom experience in a school. Appropriate course registration is determined by current or prior classroom experience. Candidates are expected to demonstrate all competencies during the clinical practice experience.

Candidates seeking Initial certification must also complete specific methods courses and pass the relevant Content Specialty Test(s) within the first 27 credits of registration in order to proceed in the program and to register for the appropriate clinical course.

Students in the Advanced Teacher programs in Childhood, Early Childhood, and Secondary Education will register for course EDUC 537, “Current Critical Issues in American Education” and will complete an action research comprehensive project and may be required to complete additional student teaching and fieldwork hours to meet certification requirements.

Admission to clinical practice requires candidates to apply for placement the semester prior to the anticipated course registration. Applications should be submitted in TaskStream to the Office of Clinical Practice and Certification in the School of Education at the Dobbs Ferry Campus.

Clinical Practice Application Deadlines:
Fall.................................February 15
Spring........................... October 15

Effective for spring 2014, initial candidates will also need to receive a passing score on the edTPA, Teacher Performance Assessment, which will be completed during the clinical practice course. Successful completion of the edTPA is a New York State certification requirement.

Transition Point Three: Completion of Program

Upon completion of the capstone project and all other degree requirements, the School of Education will process the candidate’s application for certification. All prerequisite course requirements must be satisfied prior to seeking certification. Program completion requires a 3.0 GPA. Initial New York State certification also requires achieving qualifying scores on the Academic Literacy Test, ALST, the Educating All Students Test, EAS, and the Content Specialty Test (CST), in the area of each certificate being requested and receiving a passing score on the edTPA assessment.

Certification Tests

Initial certification candidates must pass all required certification tests prior to their student teaching semester. Additionally, a candidate in a clinical practice course - EDUC 537, EDUC 709 and EDUC 713 - must submit an edTPA examination to Pearson as one of the course requirements. A candidate will not pass the clinical practice course without submitting proof of his or her edTPA submission in the form of a receipt from Pearson by the end of the semester's grading period.

Mercy college provides support for candidates to prepare for these tests. Workshops are provided for the ALST, the EAS and some CSTs. Also, candidates or graduates who need to retake the edTPA may opt to take a workshop or edTPA course (EDUC 612) for more support. Interested candidates should contact the School of Education for more information.

Other certification requirements include:

  • Completion of a Child Abuse Awareness seminar
  • Completion of a Violence Identification and Prevention seminar
  • Completion of the Dignity for All Students Workshop (DASA); and
  • Fingerprint clearance

Only United States citizens, or those who declare their intention to become United States citizens, are eligible for New York State certification. 

Recent student performance on the previous certification tests implemented by the state until 2014, the Liberal Arts and Science Test (LAST), the Written Assessment of Teaching Skills (ATS-W) and the Content Specialty Test (CST), is presented in the chart below:

LAST Pass Rate ATS-W Pass Rate CST Pass Rate
99%
100%
90%

 

Academic Program Sequence Map

Download a copy of the Sequence Map for:

What if I already know a foreign language?
Mercy will accept credits earned through CLEP examinations.
I didn’t major in education. Do I need to?
No. Just a liberal arts major. Or have completed a 30-credit sequence in a liberal arts content area.
Which state exams do I need to take to earn my initial or advanced certification as a teacher?
The following exams are required for initial candidates: ALST, EAS, CST(s) in your certification area(s), and the edTPA during student teaching, which is the last semester. Other state requirements include fingerprinting and workshops (DASA, Child Abuse, Violence Prevention, Health and Safety). The following exams are required for advanced candidates: CST(s) in your certification area(s).
Is Mercy College a nonsectarian institution?
Yes. Qualified applicants are admitted without regard to race, religion, national or ethnic origin, gender, sexual orientation, marital status, age or physical disability.
What are program pre-requisites?
Students interested in NYS TESOL Certification need to have completed 6 credits in English, Math, Science and Social Studies, as well as 12 credits in a Foreign Language. (Sign language is considered a foreign language.)
What education programs do you offer?
The School of Education offers a Master of Science in Education with a concentration in one of the following areas: Early Childhood Education, Birth-Grade 2; Childhood Education, Grades 1-6; Secondary Education, 7-12; Teaching Literacy, Birth-Grade 12; Teaching English to Speakers of Other Languages (TESOL); Bilingual Extension to a Teaching Certificate; School Building Leadership; Advanced Certificate in School Building Leadership.
Gulizar Otcu-Grillman Associate Professor, Literacy and Multilingual Studies
JungKang Miller Associate Professor, Literacy and Multilingual Studies
Patricia Prinz Associate Professor, Literacy and Multilingual Studies
Olga DeJesus Assistant Professor, Multilingual Studies
Victoria Nunez Assistant Professor, Literacy and Multilingual Studies

Teaching English to Speakers of Other Languages (TESOL) Overview

The Master of Science in Teaching English to Speakers of Other Languages (TESOL) program may lead to initial or professional certification. Track I candidates (initial) must complete the 15-week New York State required student teaching experience. Track II candidates (professional) must complete 20 days of clinical practice experience within an ESL Pre-K–12 school environment. Professional Certification in New York State requires three years of teaching experience.

Teaching English to Speakers of Other Languages (TESOL) FAQS

What if I already know a foreign language?
Mercy will accept credits earned through CLEP examinations.
Is Mercy College a nonsectarian institution?
Yes. Qualified applicants are admitted without regard to race, religion, national or ethnic origin, gender, sexual orientation, marital status, age or physical disability.
School of Education

Teaching English to Speakers of Other Languages (TESOL) Fast Facts

  • Provides the content and pedagogical skills to teach a second language 
  • Provides learner-centered TESOL programs 
  • Provides faculty guidance and support
Other Education Programs

Teaching English to Speakers of Other Languages (TESOL) Objectives

TESOL Program Goals

Candidates in the M.S. Program in TESOL are expected to acquire the knowledge, skills, and professionalism necessary to meet the English language and content area needs of English Language Learners in inclusive or mainstream classrooms, in urban and/or suburban settings. Program participants, with faculty guidance and support, are expected to become reflective practitioners and develop expertise in the following areas:

  1. Develop the necessary skills, attitudes and sensitivities to understand that language is a comprehensive and complex system of communication and use such knowledge to meet the educational needs of English Language Learners from diverse cultural backgrounds and learning styles, who are foreign born, or who come from homes where a language other than English is spoken, who are mainstream or students with disabilities.
  2. Understand the importance and impact that culture and cultural identity have on family relationships, including those of extended families, and students.
  3. Understand how assessment informs instruction in determining the needs of the whole child, academically, psychologically, socially, culturally, and linguistically and to apply such knowledge in planning for instruction, based on the students’ linguistic assessment and second-language teaching strategies and in accordance with the New York State and National Core Learning Standards.
  4. Become lifelong learners of emerging research and technologies, able to apply sound criteria in selecting and adapting materials and approaches that support the effective teaching of diverse linguistic populations.

Goals of the School of Education

The unit goals establish the shared vision, mission, philosophy, and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit’s proficiencies, strategies, and assessments are designed to ensure that candidates acquire the academic, pedagogical, professional, and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills, and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows:

Content Knowledge: Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice.

Pedagogical and Professional Knowledge: Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development.

Diversity: Candidates understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services.

Technology: Candidates employ technology to deliver information, instruction, and professional services to all members of the school community.

Reflection: Candidates reflect on professional practice to make educational decisions and enhance student learning.

Dispositions: Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community.

The six unit goals are supported by the professional literature including theories, research, wisdom of practice, and education policies.

Program Outcomes

By the end of this program, students should be able to: 

  • Demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice
  • Employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social, and emotional development
  • Understand the diverse cultural, linguistic, learning, and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school services
  • Employ technology to deliver information, instruction, and professional services to all members of the school community
  • Reflect on professional practice to make educational decisions and enhance student learning
  • Demonstrate positive dispositions that enable them to work as effective educators, citizens, and practitioners within the school and broader community