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Initial License 5-12

Bay Path's MSEd/EdS in English as a Second Language grades 5-12 with Massachusetts Initial Licensure, can be completed on a full-time or part-time basis. Most classes are available online with some courses being held on weekends at our East Longmeadow, Massachusetts campus.

MSEd 39 credits
• Required courses (27 credits): ESL507, esl530, ESL531, ESL532, ESL533, ESL534, SPE525, SPE547, and SPE548
• Pre-practicum (0 credits): ESL554 AND ESL555
• Practicum & seminar (12 credits): ESL597 
EdS 42 credits
The EdS is an advanced degree that provides teachers who currently hold a master’s degree with an area of specialization. Students must complete the same coursework as the MSEd with the addition of SPE540.

Curriculum & Schedules

Code Course Name Credit Hours
ESL507 Teaching English as a Second Language (ESL): Methods and Applications 3

This course is an introduction to the foundations, methods, applications and instructional practices (e.g. WIDA, SIOP) on the teaching of the English language to culturally diverse learners (ELLs). Participants will examine a variety of topics which will include and not be limited to: identifying culturally diverse students, methodology, formal and informal assessment, bridging home and school, technology, advocacy, and research-based school practices within the complexity of language learning/teaching. This course will include an overview of the WIDA English Language Development Standards to learn how to develop language objectives for the ELL student. Additionally, students will conduct an in-depth examination of how learning is organized in culturally responsive classrooms and schools throughout the United States. 12 Hours of fieldwork experience required.

ESL530 Topics in ESL and Bilingualism 3

This course will explore federal and state laws related to bilingualism and the fields surrounding English as a second language education. Participants will explore the theoretical, practical, historical, judicial, philosophical, social-cultural, socio-emotional, ethnic identity, regional, socioeconomic factors, political, and sociological context of programs for bilingual learners. Researched based models for developing listening, speaking, reading and writing for ELLs and bilingual proficiency will be examined. Additionally, the following areas will be explored: the nature and role of culture, community, families, schools, intercultural communication within the classroom and its intersection with teaching and learning.

ESL531 Unique Populations of ESL Learners 3

This course will address both the assessment and instruction of ESL learners preK-12 with disabilities, and/or limited or interrupted formal schooling. Participants will examine the second language acquisitions process, literacy development in the second language, culture, alternative assessment measures, and appropriate instructional methodology for ESL learners with disabilities and/or ESL learners with limited or interrupted formal schooling. Participants will identify key issues in the assessment and instruction of ESL learners with disabilities and/or limited or interrupted formal schooling. Additionally, an examination of the use of alternative assessments for distinguishing between disability, literacy development, and developmental process of second language learning will be explored.

ESL532 English Language Testing, Assessment and Evaluation 3

This course is designed to explore the formal and informal Language assessments procedures and instruments for ELLs; selection, administration, and data interpretation (ACCESS), identification of bias and normal variations in performance as well as possible differentiation from learning disabilities. Participants will understand and explore a variety of issues related to state and federal assessment of ELLs and will learn how to use assessments as a tool to place ESL learners appropriately. Additionally, the course will examine issues surrounding the teaching of culturally and linguistically diverse students.12 hours of fieldwork experience required.

ESL533 Language Acquisitions and Literacy Development Part I 3

This course will explore the theory of research related to first and second language acquisition. Participants will conduct an in-depth examination of learning theories and practices for developing reading skills and comprehension in English as a first language ad different education levels. This course will include: the relevance of linguistic difference between the first and second language for reading instruction in English, differences of reading instruction in English (e.g. phonemic awareness, and phonics) for students who may or may not be literate in their first language. 12 hours of fieldwork experience required.

ESL534 Language Acquisitions and Literacy Development Part II 3

This course will explore the Development of listening, speaking, reading, and writing vocabulary, approaches and practices for developing writing skills, the writing process and formal elements of writing, oral/aural fluency in English at various proficiency levels, social and academic English and academic language for content areas, and the development of metalinguistic skills appropriate to cognitive, academic, and language proficiency levels. Pre-requisite EDU 533 Language Acquisitions and Literacy Development Part I. 12 hours of fieldwork experience required.

ESL554 Pre-Practicum I- English as a Second Language: ESL Prek-6; English as a Second Language 5-12 0

Pre-practicum and seminar class meets a minimum of three times during the spring semester and is designed to prepare the English as a Second Language initial licensure candidate for the pre-practicum seminar II experience. PLEASE NOTE: A student needs to have enrolled and completed ESL 554 (spring course) and ESL 555 (summer course) in sequence order to enroll in a practicum. Even if you took ESL 554 in a previous semester, you must retake ESL 554 if you did not sequence it with ESL 555. Both of these courses are for 0 credit and a grade is either pass or fail. Candidates must pass ALL required MTEL tests for the licensure sought, as well as, receive a PASSING grade in pre-practicum seminar I ESL 554 to be eligible for pre-practicum seminar II ESL 555

ESL555 Pre-Practicum II- English as a Second Language: ESL Prek-6; English as a Second Language 5-12 0

Pre-practicum hours begin the beginning of the public school year (August/September) and this experience gives the student a consistent, supervised experience in a public school or Chapter 776 school setting. A minimum of 80 hours is required in the appropriate setting beginning the first week of school (fall) and ending typically the last week of September (four weeks). Six seminar classes will be offered between June and October. Prerequisite: ESL 554, passing scores on all required MTELs for license sought that need to be submitted to the English as a Second Language Program Coordinator prior to the beginning of this course.

ESL597 Practicum in English as a Second Language 5-12 & Seminar 12

For students seeking initial licensure in English as a Second Language levels PreK-6. This course involves full time supervised teaching responsibilities in a public classroom (PreK-6) or a Chapter 766 approved school with English Language Learners from September to June. It requires papers and attendance at weekly seminars and the completion of the Candidate Assessment of Performance (CAP) document. Practicum hours begin the last week of September/first week of October. Students must complete a CORI (Criminal Offense Records of Investigation) check and any other requirements as mandated by a school district. Pre-requisites: Eligible for initial license in English as a Second Language 5-12, successful completion of ESL 554 and ESL 555.

SPE525 Multisensory Language and Literacy Strategies 3

Students explore content and teaching strategies used to develop competent readers and writers, based upon guidelines in the Massachusetts Curriculum Frameworks and techniques for developing skills to facilitate placement in the least restrictive environment. Topics include the teaching of reading; expanding literacy across the content areas, language arts instruction, diagnosis and assessment of reading skills using a variety of assessment techniques, educational terminology; theories of language development; design and modification of curriculum and intervention programs for success in reading for all levels, and concepts of digital literacy are introduced. Focus on identifying and developing appropriate multisensory structured language strategies including knowledge of theories, programs and practices, phonemic awareness, phonics, and vocabulary development, use of formal and informal assessments; and ways to prepare and maintain students in general education. At least 10 hours of instruction covering the teaching of reading are delivered in this course.

SPE540 Research in Education 3

Applied research methodologies, including case analysis, action research, and survey research will be investigated to enable educators to become consumers of available research and to conduct appropriate research projects focusing on the application of programmatic coursework to improving school/community-based curriculum and instruction.

SPE547 Structure of Language Part l: Phonology, Orthography, Morphology 3

This course is designed to give participants a working knowledge of phonetics, phonology, orthography, and morphology - the building blocks for effective teaching of word recognition, vocabulary, and spelling - and insight into the difficulties of children with decoding and encoding problems.

SPE548 Reading and Language Arts for English Language Learners 3

The course focuses on current theories and their applications related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice, and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. This course is made up of two modules: A) ELLs: Their World and Second Language Acquisition Process in the SEI Classroom and B) Academic Language and Literacy Development in the SEI Classroom. Students are only endorsed for SEI if they complete an initial licensure program at Bay Path University.