Gain a Competitive Edge with this Combined Elementary and English as a Second Language Program
This Master of Education (M.Ed.) program combines a firm foundation in elementary education (1-6) with coursework in English as a Second Language (PreK-6). Elementary coursework covers literacy, teaching mathematics, science, and social studies, inclusive classrooms, and issues in American schooling. ESL courses feature pedagogy, assessment, literacy, oral development, and linguistics.
The program features two licensing options:
The dual licensure option leads to Initial licenses in Elementary and ESL. In this case, Lesley endorses both licenses. Two practicum experiences are required.
The single licensure option leads to an Initial license in Elementary, which Lesley endorses, and the student applies to the state for the ESL license. In this option, the student will be prepared to take the Massachusetts Tests for Educator Licensure in ESL. One practicum experience is required.
Key information for M.Ed. in Elementary and ESL:
- The program consists of 42-46 credits (18 credits of elementary courses and 18 credits of ESL courses; number of practicum credits depends on whether the student is taking the dual or single licensure option)
- ESL courses align with the Teaching English to Speakers of Other Languages (TESOL) standards and National Council for Accreditation of Teacher Education (NCATE) domains
- Classes are held at Lesley’s Cambridge, MA, campus and selected off-campus locations
- Prerequisites include: undergraduate degree; a course in development and learning. Both licensure options have a language requirement that is detailed on the program of study
- The program can be completed on a full-time or part-time basis
SAMPLE PROGRAM COURSE
EECLD 6001 Culturally Responsive Teaching
This course sets the foundation for creating meaningful and relevant teaching and learning for culturally and linguistically diverse students. Legal issues and a historical perspective are used to examine the student's civil rights and the ways that prejudice, culture, language diversity, and socioeconomic factors influence the student's academic success or lack of it within the current system and under the current policies. The cultures of the student's state are studied and used in planning and cultivating culturally responsive learning/instruction and positive cultural identity in the family and community relations. Intercultural communication at the local, national, and international level is addressed. Participants engage in self-study, write their own cultural and linguistic autobiography, identify and utilize cultural resources in the community, and plan to actively involve linguistically diverse families in the school environment.