TESOL: Teaching English to Speakers of Other Languages

Course Plan

Person writing in a notebook next to a laptop.Our TESOL program meets the needs of both pre-service and in-service teachers who live in Maine, out-of-state, and abroad. Whether you’re searching for individual courses or you’re interested in completing a degree or certificate program, we offer courses and programs in a variety of formats to serve you where you are.

This Course Plan lists what semester each course will be held, and in what format — online or blended.

  • Fully online programs include only online courses. 
  • Blended programs include both online courses and blended courses. 
  • Blended courses include some sessions online and some sessions on campus.

Please note: This Course Plan does not include courses offered in the fully online MSEd program.

View our Three Year Course Plan


How to use the Course Plan

  • If you are taking one class at a time: Browse courses by semester to determine when you can take each course.

  • If you are completing a degree or certificate: You can plot out your future course schedule by cross-referencing each degree or certificate’s Course Sequence or Program Requirements:

Additional Course Information

You may be interested to learn more about our course offerings. Below you’ll find additional details about some of our most popular courses.

Each of our courses aligns with the School’s core values in the following ways:

  • Democracy – Students will be exposed to multiple views and perspectives with regard to ESL testing and assessment, utilize inclusive dialogue, and be encouraged to express their views.
  • Civility and Caring – Instructors will model the use of constructive communication, protection of individual dignity, and empathy, compassion, and openness. Students will be expected to demonstrate these qualities in their interactions with their instructor and peers. Evidence of differentiation for students will be expected to be included in lesson plans.
  • Equity and Diversity – Course content will include ways to differentiate for a variety of learner types including struggling readers and individuals from different cultures. Students will be expected to include differentiated elements in their lesson plans.
  • Social Justice – Students will adjust instruction, as needed, to empower all learners to develop literacy skills in order to be active members of society.
  • Ethical Practice – Instructors will engage in and insist on the highest level of professional practice. Students are involved in assessing theory and the best pedagogy, determining how to link this understanding to their own teaching practice.
  • Scholarship – Students will examine research, theory and best practice to guide their own content area instruction and assessment.
  • Professional Learning and Continuous Improvement – Students and instructors will participate in ongoing dialogue to exchange ideas for mutual and continuing professional growth.
  • Course Description: This is a practical course for the prospective or continuing ESL teacher which will examine the various linguistic elements of the English language and their relevance to the teaching process of English as a Second or Other Language. We will be focusing on analyzing the grammatical and phonological aspects of the English language as well as looking at morphology and lexis, semantics, and such social aspects of the language as register and speech variation. Primary emphasis will be placed on a better understanding of English through class discussion, oral presentations, and practical application for teaching in the ESL classroom. 
  • Prerequisite: None
  • Credit Hours:
  • Maximum Class Size: 20 
  • Course Outcomes:
    • To be able to read and write the English phonemic transcription system.
    • To analyze and correct errors in English pronunciation (segmentals and suprasegmentals).
    • To understand basic transformational grammar rules.
    • To apply grammatical rules to practical, relevant, and communicative teaching situations in the ESL classroom.
    • To analyze and correct syntactical errors in speech.
    • To understand the basic concepts of derivational and inflectional morphology.
    • To understand variations in language style and register.
    • To understand the varieties of meaning.
    • To enjoy learning about the English language through a sharing of experiences, discussions, and oral presentations.
  • Course Description: This course examines the nature of language and cultural differences among learners of various ethnic and racial backgrounds. The exploration of diversity provides opportunities for participants to develop a personal awareness of the role of cultural conditioning in classroom encounters; to reflect on and to confront personal biases as they relate to teaching; to acquire the skills and resources for an ethnorelative approach to delivering instruction; and to make language- and topic-related choices compatible with learner differences. 
  • Prerequisite: None 
  • Credit Hours: 3
  • Maximum class size: 20 
  • Course Goal: The course focuses on construction of individual responses to multicultural education practices, connections between linguistic and sociocultural aspects of teaching, aspects of inequitable educational practices, and an awareness of personal involvement in perpetuating bias and prejudice.
  • Course Outcomes: 
    • To develop an awareness of underlying values and assumptions comprising cultural conditioning. 
    • To use the vocabulary of cross- and intercultural-communication and multicultural education. 
    • To negotiate issues of sociocultural differences and communication styles in a competent manner. 
    • To understand a developmental model of intercultural sensitivity. 
    • To develop appropriate strategies for teaching linguistically and culturally diverse learners. 
    • To understand the personal, institutional, and cultural biases involved in providing equitable education and allowing for student achievement 
    • To develop an awareness of appropriate environments for fostering high quality education for all learners. 
    • To know the role of home background, language, and culture as they are applied to a second language and cultural setting. 
    • To know how to use criteria for selecting appropriate multicultural literature. 1
    • To develop a philosophy of instructional delivery that incorporates a personal view of linguistic and cultural diversity.
  • Course Description: The focus of this course is on learner-centered approaches to constructive evaluation of language and content. Emphasis is predominantly on authentic, performance-based assessment practices but also include the role of criterion- and norm-based formal testing procedures within a holistic evaluation framework. Comprehensive evaluation of language involves the whole learner, including an integrated approach incorporating socio-cultural, academic, and cognitive perspectives. Also included is an understanding of biases influencing formalized second language testing. 
  • Prerequisite: None 
  • Number of Credit Hours:
  • Maximum Class Size: 20 
  • Course Goal: Functions and purposes of articulated language and content behaviors as applied to linguistically and culturally diverse learners through authentic assessment practices and validated testing products are presented, modeled, and applied.
  • Course Outcomes:
    • To know the multiple and unique linguistic and cultural variables affecting English Language Learner academic achievement.
    • To understand the rationale behind alternative, authentic assessment.
    • To develop appropriate assessment curriculum applications aligned with state and local standards in the various content areas.
    • To develop appropriate rubrics suitable for a variety of assessment activities.
    • To demonstrate competence in applying varied assessment across a variety of content areas.
    • To understand the principles of intervention assessment.
    • To develop a working knowledge of portfolio assessment for English Language Learners and how this fits within mainstream classroom contexts.
    • To understand the rationale for and limitations of norm- and criterion-based tests
    • To know the varieties and limitations of common forms of standardized tests.
    • To understand reliability and validity and how they affect formal and informal

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