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M.Ed. in Teaching English Learners

TOTAL COST

$8,675*
NEXT START DATE

Jan 06, 2025
COMPLETION TIME

15 Months^†
AVG. SALARY PREMIUM
SEMESTER CREDITS

31

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M.Ed. in Teaching English Learners

English language learners are the fastest growing student population and educators need specialized training to work with them effectively. This program is built to help teachers reach these students, bridge cultural gaps, and differentiate their curriculum according to individual student needs.

Why ACE?

Quality You Expect

Our accredited programs are designed for working professionals who want a quality education. We’re committed to delivering high-quality, affordable and accessible online programs grounded in evidence-based content and relevant application.

Low Cost You Deserve

Because we’re 100% online, you only pay for the cost of delivering your education, not infrastructure like buildings or dorms. In fact, our affordability allows most of our students to graduate with no debt. We also offer over $2.5 million in scholarships and grants every year.

Flexibility You Need

Complete your coursework any time and anywhere there’s an internet connection. You’ll have access to academic resources 24/7, and highly responsive faculty and librarians. You decide how we fit into your life, not the other way around.

Explore ACE Support Services

View Our Accreditations

Tuition

We believe in full transparency with our total cost of attendance. No hidden fees. No surprises along the way.

Total Cost M.Ed. in Teaching English Learners

Total Tuition

31 semester credits x $235 per credit

$7,285

Fees

$50 Application Fee
$100 Conferral Fee
$1240 Technology and Library Fee
(31 Semester Credits X $40 per Credit)

$1,390

Total Program Cost

$8,675*

Find a plan that fits your budget.

View Payment Options

When We Say Low Cost, We Mean It

$8,675

Western Governors University

Walden University

University of Phoenix

Purdue Global

Grand Canyon University

Southern New Hampshire University

Source: Internal Research Completed on June 2024

Program Details

Majors

Focus of Study

This program is intended to prepare educators to be successful in supporting English Learners (ELs) in a variety of school settings. As the EL population expands in schools across the nation, a growing need exists for educators who are knowledgeable and adept in designing and implementing instruction for students who do not speak English as their first language. In addition, teachers of ELs need to be skillful advocates for their students and the programs their schools need to support these students. This requires educators to be prepared to take on leadership roles among their colleagues and to work collaboratively with all stakeholders, including students, staff, families and the outside community.

Program Outcomes

Design and implement appropriate curriculum and instructional practices to enhance knowledge and awareness of language development and acquisition, cultural factors, ethics, and linguistic diversity issues.
Employ academic theories, standards, and frameworks to direct the selection and integration of content and research-based instructional strategies to support learning English within a discipline.
Promote the development of language acquisition skills by utilizing assessment instruments, critically evaluated materials, and targeting specific learning outcomes.
Establish a culturally relevant environment by incorporating evidenced-based instructional practices and resources, materials, and technology and through the influence of social interaction.
Construct a framework for establishing and maintaining partnerships between the school, family, and community by advocating for academic and social growth for English learners within civic and global settings.
Conduct research to heighten understanding of issues facing new language learners, their academic and social needs, by collecting, analyzing, and evaluating instructional practices.
Support continuous learning while fostering leadership skills through intentionally designed opportunities to engage in professional development.

College Catalog

Start Dates

With flexible start dates, you can begin your program when it’s best for you.

January 06, 2025 Term

Jan 03, 2025

Payment Due

Jan 03, 2025

Application Due

Jan 06, 2025

Term Start

Jan 10, 2025

Unregister/Cancel Deadline

Feb 09, 2025

Term End

January 27, 2025 Term

February 17, 2025 Term

April 07, 2025 Term

May 19, 2025 Term

June 09, 2025 Term

July 07, 2025 Term

August 18, 2025 Term

September 08, 2025 Term

September 29, 2025 Term

Courses

Here are just some of the courses you’ll take when working towards this program. Visit the College Catalog to see all courses.

ED5123	Diverse Learners	3 Semester Credits
This course reviews data related to the effectivemess of educatioanl initiatives emphasizing evidence-based instructional design models used to assess andinstruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e. special education, LEP, economically disadvantaged and ethnic minorities.
ES5063	Linguistics for TESOL	3 Semester Credits
Students in this course cover the following essential dimensions of linguistics and the acquisition of language: language and the brain, first and second language acquisition, major components of linguistics (phonetics, phonology, morphology, syntax, semantics, and sociolinguistics), cognition and learning, and communicative competence. Emphasis is placed on implications for ESL and bilingual education teachers.
BE5013	Foundations of ESL and Bilingual Education	3 Semester Credits
An essential course for all educators, this course provides students with an understanding of the historical, political, social, cultural, and educational concepts and issues that affect linguistically and culturally diverse students in the educational system. A review of local, state, and federal policies regarding entitlement and appropriate school services for English language learners, and important program models are analyzed. Current theories of Second Language Acquisition (SLA), bilingualism, and socio-cultural theories are explored for their pedagogical implications and specific program models within and outside the U.S. are examined for their contributions to student academic achievement.
BE5023	Assessment of ESL and Bilingual Students	3 Semester Credits
Students in this course explore issues of assessment of second language learners within the larger framework of historical, social, cultural, and political contexts. Utilizing a variety of theoretical models related to second language acquisition and academic achievement, students 1) analyze the ways that second language students are diverse, 2) discuss equitable assessment of diverse learners, and 3) evaluate existing instruments for second language learners. Students examine and review relevant state standards for content matter learning and language proficiency, and examine how those are assessed in mandated, large-scale assessment and in classroom assessment (traditional and alternative).
BE5033	Methods and Materials for Teaching English as a Second Language	3 Semester Credits
This course provides teachers methods for providing language and content instruction to second language learners. Students consider historical and current English as a second language (ESL) program models and second language acquisition theories, pedagogy, and methodology. Relevant federal, state, and local learning and assessment standards are reviewed and applied to their teaching. Students are guided in creating and presenting teaching units and lessons based on various methods, approaches, and techniques. Students discuss the selection, use, and evaluation of books, multimedia, technology, and other materials. Students examine the application of relevant learning and assessment standards to their teaching of second language learners.
BE5043	Cross-Cultural Studies for Teaching ELLs	3 Semester Credits
With the increase of limited-English-proficient students in urban environments, this course examines the impact of culture on society and the educational system, and the importance of culture in addressing the needs of immigrant students. It explores the dynamic processes of acculturation and cultural conflict. Students examine the role of culture in the American educational system and how ethno-linguistic groups contribute to the dynamics of the classroom. Students examine behavioral expectations and learning styles of students from different backgrounds, how that changes the classroom dynamics, and how teacher expectations can affect perceptual judgments of students. Students learn how to design culturally relevant instruction to further the academic success of diverse groups, and learn ways to foster collaborative and dynamic learning environments.
BL5063	Methods and Materials for Teaching Bilingual Education	3 Semester Credits
Designed for Bilingual Education, this course prepares teachers in methodology for teaching language and content to English Language Learners in bilingual education programs. Participants critically examine bilingual education program models and theories of bilingual education and literacy, first and second language acquisition, and transfer of skills and content knowledge between first and second language. Participants are guided in creating a teaching unit and adapting and presenting lessons using various methods, approaches, and techniques. Participants discuss the selection, use, and evaluation of books, multimedia, and other materials in the first and subsequent languages. Participants examine the application of relevant learning and assessment standards to their teaching.
ES5073	Applied Linguistics	3 Semester Credits
An in-depth study of theories and terminology, students create specific classroom applications utilizing linguistics in the major five areas impacting language acquisition: phonology, morphology, syntax, vocabulary, and discourse. Targeting specific strategies, students utilize theories to create dynamic interactive lessons appropriate for particular ELL student populations. Pre-requisite: ES5063
BE5053	Advocacy and Leadership	3 Semester Credits
This course addresses growth opportunities for teacher leaders as they increase their awareness of educational policy and laws at the local, state, and national level and the roles of school leaders, boards of education, legislators, and other stakeholders in establishing these policies. Emphasis is placed on building the knowledge and skills required to share information on policies and trends with colleagues; to work collaboratively with colleagues to advocate for student and teacher rights, needs, and resources, and to represent and advocate for the teaching profession outside the classroom.

Featured Faculty

Our real-world coursework is taught by experienced faculty.

Katrina Landa

Senior Teaching and Learning Coordinator

Marsha Moore

T2T/MAT Coordinator

Rebecca Wiehe

T2T/MAT Coordinator

Gordon Vessels

Adjunct Faculty

Lauri Etheridge

Lauri Etheridge

Instructional Faculty

David Mapp

Instructional Faculty

Francoise Bachelder

Francoise Bachelder

Senior Core Faculty

Tiffani Bateman

Tiffani Bateman

Senior Core Faculty

Ellen Brewer

Senior Core Faculty

Bridgette Davis

Bridgette Davis

Senior Core Faculty

Admission Requirements

ACE General Admission Requirements

Program Admission Requirements

International Transcript Requirements

English as a Second Language Applicants

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