Master of Education (M.Ed./C.A.E.S.) in Curriculum and Instruction
Master of Education (M.Ed./C.A.E.S.) in Curriculum and Instruction
The Master of Education degree in Curriculum and Instruction (C&I) is for students with teaching experience, or for students who wish to eventually pursue doctoral study. The degree provides the opportunity to establish a foundation in contemporary theory and issues of curriculum and instruction, and to build upon that foundation with electives and specialized concentrations of study that leverage the expertise of faculty in the Teaching, Curriculum, and Society department.
- U.S. students who already possess an initial license and want to enhance learning further in their area of licensure
- International students who wish to engage with foundational and leading edge thinking and thinkers on curriculum, pedagogy, and educational reform
- All candidates who want to explore new areas of interest such as policy, teacher leadership, teaching English language learners, universal design for learning, assessment, and special education
- Students interested in curriculum design and instructional design
- Private school educators, Boston College students enrolled in the fifth year program, and educators from areas such as publishing, curriculum design, and museum education
- Classroom teachers who wish to become educational leaders in their schools and districts.
Please note, this degree program does not lead to licensure, nor are students in this program eligible to apply for supervised practicum experiences.
At a Glance
Curriculum
At its core, the C&I Master of Education familiarizes students with various ways to understand and evaluate school curricula, and to consider how teaching practices linked to those curricula can be oriented toward equity and social justice. Our various concentrations in the areas of Catholic Education; Disability, Special Education, and Inclusion; and Multilingual Literacy, provide the opportunity to develop expertise in areas critical to contemporary school contexts. See below for details on the core curriculum and concentrations.
Requirements
- Courses: 10
- Credits: 30
Students must complete the following courses for this degree. Students can choose an additional 4 Curriculum & Instruction (C&I) courses (3 credits each, 12 credits total) with the help of their advisor.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7421 | Theories of Instruction This course provides an in-depth review of modern instructional models classified into selected families with regard to perception of knowledge, the learner, curriculum, instruction, and evaluation. Each student will be asked to survey models in his/her own field(s) and to select, describe, and defend a personal theory in light of today's educational settings based upon personal experiences, reflection on current research, and contemporary issues central to the education of all learners. |
3 |
| EDUC7436 | Curriculum Theories and Practice This course asks teachers to analyze the philosophical underpinnings of educational practices and examine their own philosophies of education to construct meaning and practice from the interplay between their beliefs and alternative theories. Designed for individuals advanced in their professional development. |
3 |
Interested in a concentration?
Students can choose to use the four core C&I courses and four elective courses to pursue concentrations. Students typically pursue 1-2 concentrations. Please note: All concentrations vary by the number of required credits.
Students must complete a total of 24 graduate level credits, consisting of concentration courses and/or elective courses within Boston College for the M.Ed. in Curriculum & Instruction.
For more information about the Comprehensive Exam for the M.Ed. in Curriculum & Instruction, please review the document below.
| Course | Course Title | Credit |
|---|---|---|
| EDUC4100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of their coursework and the field, they are required to take a comprehensive examination covering the broad areas of the core courses. |
0 |
Our concentrations in Catholic Education allow interested students to focus on important issues specific to Catholic education, including teaching in urban contexts and working with exceptional learners.
This concentration in Catholic education aims to provide students with a comprehensive understanding of its philosophical, historical, and spiritual foundations, as well as pedagogical approaches for Catholic schooling and opportunities for student formation. Students will also gain insight into current and future challenges and opportunities for Catholic education.
| EDUC7156 | Models of Teaching and Learning in Catholic Education This course will examine past, current, and potential future models of Catholic schooling. Special attention will be given to the philosophical and historical foundations of Catholic schooling and how these foundations are lived out in pedagogical and curricular approaches used in contemporary Catholic primary and secondary schools. Additional time will be spent in analyzing how Catholic educational models are evolving to continue to carry out the mission of Catholic education in changing contexts. |
3 |
| ELHE7505 | Transforming the Field of Catholic Education This course explores the history, purpose, current status, and possible futures of Catholic elementary and secondary schools. Students will become conversant with the body of scholarly literature, theoretical and empirical, that defines the field of Catholic education. Though the primary focus will be on Catholic schools in the United States, the course will explore how we can learn from the experience of other religiously affiliated schools in the U.S. and abroad, and from the experience of Catholic educators worldwide. Special attention will be devoted to how the Ignatian spirituality and pedagogy can be a resource for educators in Jesuit and non-Jesuit schools. |
3 |
| EDUC7310, EDUC7311, EDUC7312 |
Action Research I, II, or III
|
3 |
| EDUC7252 | What Makes Education Catholic? This course explores how a school presents itself to the world as offering Catholic education, it signals, at a minimum, that it is committed to educating from and for faith. It is to educate from deep spiritual convictions that are core to Catholicism and for a Transcendent as well as an immanent perspective on life, preparing students to live well into an Ultimate Horizon God as revealed in Jesus Christ. What does this ask of the curriculum of a Catholic school, of its faculty and administrators? We once took for granted our response to such questions, for example when 95% of faculty and staff were vowed religious and all students were decidedly Catholic. That era has passed, bringing new challenges and opportunities. Note, for example, the growing number of students from other or no faith tradition attending, likewise an often diverse faculty and staff, and many Catholic students who are more cultural than affiliated in their faith. This changed reality, coupled with the secular and postmodern culture of our time, offers new opportunity for a fresh address of what makes education Catholic. |
3 |
| EDUC7734 | Spiritual Sources of Catholic Education and Catechesis
|
3 |
| EDUC7131 | Social Justice in Jesuit Contexts This course explores the development of the Social Apostolate of the Society of Jesus in a variety of ways over the centuries according the diverse contexts where Jesuits have operated as agents of "social justice." This class offers students both a broad and deep understanding of: (1) How the Society of Jesus developed its mission in support of creating a "preferential option for the poor"; (2) How the Society understood its role to promote liberation from oppression in diverse social environments; (3) What kind of services have been activated by the Society of Jesus in order to fulfill its core values of "the service of faith and promotion of justice"; and (4) How social justice is pursued through pedagogy and practices by Jesuit and Ignatian schools today, given the significant involvement of the Jesuits with formal education on a global scale. The course is designed to foster deep and meaningful conversation among students. It will include individual and collective readings and video conferences. |
3 |
| EDUC7158 |
Jesuit Pedagogy This course examines the distinctiveness of the Jesuits' approaches to teaching and of their philosophy of education that have propelled their schools to unprecedented success over the centuries. One key to the success of Jesuit education is the tension between the recognizable mark of uniformity that long distinguished the methods, contents, and practices of Jesuit schools and their ability to adapt to different contexts and times. Both aspects—the uniformity and the adaptability—were explicitly supported by the "Ratio studiorum," the Jesuits' foundational plan of studies issued in 1599, which, despite the schools' many variations and complexities, has retained some influence over time. With the "Ratio" discarded, Jesuit schools had to clarify what made them distinctively Jesuit, reconciling their mission with the contemporary world. This course sketches the developments of Jesuit educational endeavors by focusing on both the permanent and changing traits of its distinctive pedagogy. |
3 |
By completing this certificate, M.Ed. candidates will develop a deep understanding of:
- Philosophical, historical, and spiritual foundations of Catholic education
- Pedagogical approaches and integrated models of Catholic schooling
- Opportunities for student formation through Catholic school curriculum and instruction
- Current and future challenges and opportunities in Catholic education
- Advanced classroom research to improve teaching and learning
In this program, teachers sharpen their skills in managing classrooms of diverse learners, connect their practice with new research findings, and learn practical strategies to enhance student learning in Catholic schools.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6374 | Supporting Positive Behavior in Schools and Community This course explores discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. This course also discusses alternative management strategies for use in classrooms. |
3 |
| EDUC6589 | Teaching & Learning Strategics for Inclusive Secondary Educators This course is designed primarily for elementary and secondary education teacher candidates and practicing educators, to help them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with high-incidence (mild/moderate) disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilized an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instruction, and evaluate various service delivery options for educating students with disabilities. |
3 |
| EDUC6590 | Universal Design for Learning Universal Design for Learning (UDL) is a concept that makes instruction and assessment more appropriate for a wider variety of students. This 15 hour one credit course will introduce the concept of UDL and some practical applications of the practice of UDL in schools. |
1 |
| EDUC7411 | Catholic Formation for Exceptional Learners Seminar This seminar explores how Catholic educational models are evolving to continue to carry out the mission of Catholic education while serving all students. |
1 |
Our concentrations in Special Education allow interested students to focus on broad issues of special education, exceptional learners, and inclusion by design, as well as working specifically with autistic and deafblind students.
The population of students diagnosed with Autism Spectrum Disorder (ASD) has grown dramatically over the past decade. Gain a greater understanding of the nature of ASD and the educational techniques used to meet the needs of students with ASD at all grade levels.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. |
3 |
| EDUC6496 | Foundations of Autism This course covers the major theoretical explanations for ASD symptomology, including contributions from education, psychology, neuroscience and related fields. Major debates surrounding identification, treatment, and outcomes of students with ASD, including recent commentaries from the ASD self-advocacy community, will be discussed. |
3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. |
3 |
| EDUC6498 | Autism Spectrum Disorder Field Experience This course provides a chance to apply the scholarship of the certificate in the field. |
1 |
- Foundational knowledge of ASD, including the etiology, prevalence, and theoretical explanations for ASD characteristics.
- Develop expertise in a range of evidence-based intervention practices
- Engage with critiques of ASD research and service provision levied by members of the autism community.
Boston College is the oldest and most established teacher preparation program in deafblindness in the United States.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. |
3 |
| EDUC3386 | Introduction to Sign Language This course explores the techniques of manual communication with an exploration of the use of body language and natural postures, fingerspelling, and American Sign Language. Theoretical foundations of total communication will be investigated. Issues related to deafness are also presented. |
3 |
| EDUC6493 | Language Acquisition Module This course will explore dysfunctions of speech and language that interfere with normal communication and learning processes, on the basis of the development of normal children. The evaluation of language performance and the remediation of language deficits will also be stressed. |
1 |
| EDUC7492 | Deafblind Seminar A culminating seminar on deafblindness and learning. |
3 |
Learning environments for today and tomorrow must anticipate a broad range of learner variability, offer options for engagement and learner choice, ensure accessibility and usability of all instructional resources, and provide multiple means for assessing what is learned. Holders of this certificate know how to transform one size fits all classrooms into vibrant learning communities where all learners can belong and succeed.
| EDUC7421 | Theories of Instruction (C&I Core requirement) This course provides an in-depth review of modern instructional models classified into selected families with regard to perception of knowledge, the learner, curriculum, instruction, and evaluation. Each student will be asked to survey models in his/her own field(s) and to select, describe, and defend a personal theory in light of today's educational settings based upon personal experiences, reflection on current research, and contemporary issues central to the education of all learners. |
3 |
| EDUC7435 |
Social Contexts of Education This course examines the roles of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social contexts on their education, develop strategies to help students understand their contexts, and understand and contribute to what schools can do to improve teaching, learning, and school culture for all students regardless of internal and external variables. |
3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. |
3 |
Students will select 1 course from the options listed below.
| LREN7102 | Foundations of Learning Technologies This course explores issues of designing and using technology to support learning. Students will become familiar with the affordances of various technologies and how activities can be structured around those for learners. Course meetings and projects are structured to help students think imaginatively about the ways that technology can contribute to engaging and equitable learning experiences. |
3 |
| EDUC8528 | Understanding Learning Disabilities and Education This course explores how general and special educators are responsible for serving students with learning disabilities (LD), only some of whom have an identified disability. Course topics include: theories and knowledge of what learning disabilities are, characteristics of students with LD across the life span, and major approaches to service delivery and instruction. This course is appropriate for educators working at the elementary level and higher. |
3 |
| EDUC7421 | Theories of Instruction This course provides an in-depth review of modern instructional models classified into selected families with regard to perception of knowledge, the learner, curriculum, instruction, and evaluation. Each student will be asked to survey models in his/her own field(s) and to select, describe, and defend a personal theory in light of today's educational settings based upon personal experiences, reflection on current research, and contemporary issues central to the education of all learners. |
3 |
| EDUC7101 | Readings and Research Under the direction of a faculty member who serves as Project Director, a student develops and completes a significant study. |
3 |
Develop your knowledge and skill for teaching students who may have disabilities. This certificate is not intended for special educators, but for general education professionals such as teachers in inclusive classrooms, participants in RTI (response to intervention), and co-teachers.
Students will select 1 course from the options listed below.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6384 | Teaching Strategies for Students with Multiple Disabilities This course is designed to assist the special educator in acquiring and developing both the background knowledge and practical skills involved in teaching individuals who have severe or multiple disabilities. The areas of systematic instruction, communication, gross motor, fine motor, community and school functioning, collaboration, functional and age-appropriate programming are emphasized. The role of the educator as developer of curriculum, instructor, and in the transdisciplinary team are included. The students should be prepared to participate in a one-day-per-week field placement. |
3 |
| EDUC6589 | Teaching and Learning Strategies for Inclusive Secondary Educators This course is designed primarily for elementary and secondary education teacher candidates and practicing educators, to help them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with high-incidence (mild/moderate) disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilized an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instruction, and evaluate various service delivery options for educating students with disabilities. |
3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. |
3 |
Students will select 2 courses from the options listed below.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6595 | Assessment and Instruction of Students with Reading Difficulty This course examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. |
3 |
| EDUC6589 | Teaching and Learning Strategies for Inclusive Secondary Educators This course is designed primarily for elementary and secondary education teacher candidates and practicing educators, to help them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with high-incidence (mild/moderate) disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilized an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instruction, and evaluate various service delivery options for educating students with disabilities. |
3 |
| EDUC6497 | Educating Austistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. |
3 |
| EDUC6384 | Teaching Strategies for Students with Multiple Disabilities This course is designed to assist the special educator in acquiring and developing both the background knowledge and practical skills involved in teaching individuals who have severe or multiple disabilities. The areas of systematic instruction, communication, gross motor, fine motor, community and school functioning, collaboration, functional and age-appropriate programming are emphasized. The role of the educator as developer of curriculum, instructor, and in the transdisciplinary team are included. The students should be prepared to participate in a one-day-per-week field placement. |
3 |
| EDUC6374 | Supporting Positive Behaviors in Schools and Community This course explores discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. This course also discusses alternative management strategies for use in classrooms. |
3 |
| EDUC6686 | Augmentative Communication for Individuals with Disabilities This course focuses upon the communication problems of persons who are developmentally disabled, physically challenged, hearing impaired, and deaf-blind. Students learn strategies for enhancing communication and learn how to develop and implement a variety of augmentative communication systems. |
3 |
| EDUC6540 | Education Implications for Sensory, Motor, and Health Impairments This course addresses the impact of physical disabilities on learning. Emphasis is placed on the educational needs of children with cerebral palsy, visual impairment, or hearing loss in combination with intellectual disability. Basic anatomy of the eye and ear are covered along with the common causes of vision and hearing loss. This course prepares teachers to perform functional vision and hearing evaluations and to translate those findings into appropriate classroom accommodations and adaptations. Many children with disabilities have unmet sensory integration needs that influence their behavior and subsequent readiness to learn. |
3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. |
3 |
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. |
3 |
Our concentrations in Multilingual Literacy allow interested students to focus on areas of education that reflect the linguistic diversity of schools and classrooms, including teaching English learners, bilingual education, and TESOL.
The Bilingual Education Concentration is a 3-course sequence designed to meet the subject matter knowledge requirements for bilingual education endorsement from the Massachusetts Department of Elementary and Secondary Education. The courses share a unifying view of linguistic equity and justice that centers the linguistic knowledge and lived experiences of bilingual children and youth in schools.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7615 | Foundations of Bilingual and Dual Language Education This course prepares students to walk into any school that offers a bilingual program and/or serves bilingual pupils and identify the type of program in place depending on the specifics of different contexts. In service of this goal, students will explore the following characteristics of language education programs in the U.S specifically: history, models (and key attribute of program types), political contexts, and legal foundations. Students will understand dual language models, design, and implementation, specifically: competencies, knowledge, and skills of dual language teachers, features of instruction and assessment, and implementation. |
1 |
EDUC3308 or EDUC7621 |
Bilingualism in Schools and Communities (Undergraduate) This course prepares students to participate in increasingly multilingual and multicultural environments in order to better serve bilingual students, families, and communities. Building on theory, research, and practice form the field of bilingualism, second language acquistion, and education, students will learn about the process of language and literacy development in children and adolescents who are exposed to more than one language, and the social and cultural contexts in which this development occurs. Through the use of case studies and school profiles, students will deepen their understanding of issues in bilingualism and bilingual educaiton. Students will also have an opportunity to build cultural competence skills by learning about diverse communities in the U.S. Bilingualism, Second Language, and Literacy Acquisition (Graduate) This course explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. This course also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. |
3 |
| EDUC7616 | Bilingual Literacy and Literature This course explores pre- and in-service practitioners exposure to contemporary issues, perspectives, and approaches for literacy instruction in bilingual education settings. These bilingual education settings include transitional and dual language bilingual education programs, and we will explore literacy instruction as it pertains within and across these different program models. At its core, the course is designed to model the types of instructional approaches it espouses. The course will be delivered bilingually, in Spanish and English. As such, the language of instruction of the course, as well as expectations for participation, are fluid and variable. The course targets a range of literacy related topics (see topics grid below) all designed to orient the bilingual educator toward bilingual literacy instruction in contemporary bilingual education contexts. |
3 |
Students in the Bilingual Education Concentration will learn about:
- Theoretical and empirical foundations of bilingualism and bilingual education
- Social and political contexts of language use and instruction
- Bilingual language acquisition, learning, and assessment
- Bilingual language arts and literacy instruction
- Text selection for multilingual instructional contexts
This program prepares teachers to work with emergent bilingual learners/English language learners in mainstream classroom settings.
| Course | Course Title | Credit |
|---|---|---|
EDUC6346 or EDUC6347 |
Teaching Bilingual Students in Elementary Schools Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors. Teaching Bilingual Students in Secondary Education Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms in elementary education. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. |
3 |
| EDUC7621 | Bilingualism, Second Language and Literacy Development Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. |
3 |
For those candidates enrolled in a licensure program (Early Childhood, Elementary, Secondary, etc.), the TELL certificate requires completion of a field experience in a classroom that includes bilingual learners and/or English language learners.
- First and second language acquisition theory
- Research on bilingualism
- Culturally and linguistically responsive pedagogy for content, language and literacy learning for emergent bilingual learners/English language learners
- Effective practices for working with emergent bilingual learners/English language learners and their families.
- U.S. policy and history related to the education of emergent bilingual learners/English language learners
Through in-depth, interdisciplinary coursework and practice, this online certificate program prepares graduates to teach English to speakers of other languages.
| Course | Course Title | Credit |
|---|---|---|
EDUC7306
|
Language Learners in Global Perspective This course provides an overview of language learning and the situation of second language learners in schools. First, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn subject matter in that language. We do this from a socialcultural perspective, exploring language learning as embedded in sociohistorically situated activities. We develop and account of how learning language is also learning culture. Second, we study how these processes vary across cultural contexts. Because language learning is woven into social and historical contexts, processes of language learning and schooling vary around the world. The course develops several case studies from different areas of the globe in order to illustrate how language learning and schooling can intersect in different ways. |
3 |
Teaching English to Speakers of Other Languages Through Using Instructional Technology This course will focus on innovative teaching strategies for English language learners, covering topics such as developing thematic units, methods of teaching ESOL, second language reading and writing strategies, assessments, and multicultural education. The goal of this course is to enable students to understand and respond to the diverse linguistic, cultural, and educational needs of ESLs/EFLs in K-16 classes. Each module will also equip students with strategies guided by principles of comprehensibility and cultural sensitivity to make teaching adaptations for ESLs/EFLs. To accomplish the course objectives, the instructor will work on developing a lesson plan, language objectives, and curriculum for an on-going capstone project, which can be available to implement in students’ current or future classrooms. As part of each of these course modules, students will also engage in activities and tasks online and in the field that will raise their awareness of the practical and philosophical issues involved in fostering optimal environments for language and content learning for ESLs/EFLs. This class will discuss some of the latest, most effective research methods and teaching activities, collaborate with peers, and discuss salient issues related to curriculum and instruction in supporting language and content learning for ESLs/EFLs. |
3 | |
Teaching English to Speakers of Other Languages Applied Linguistics for K-12 Teachers This course provides an introduction to the construction and use of languages, focusing on language structure (morphology, phonetics, phonology, syntax, and semantics), language use (discourse, pragmatics, and language variation), applied linguistics (L1 and L2), and English grammar. Students will compare English and other languages, exploring grammatical categories and processes. A wide range of topics are covered in the course, including grammar, syntax, semantics, sociolinguistic pragmatics (ex. body language), dialects, and computational linguistics. This course provides a solid foundation for future and current TESOL educators, language teachers, and language learners, as well as those pursuing advanced linguistics courses. There is no prerequisite or assumption of previous knowledge of linguistics for this course. |
3 | |
Innovative Teaching Practices for ESLs/EFLs With the development of computers, their relevance to TESOL education has increased. Although computers cannot replace the knowledge and skills of a qualified teacher, students and teachers can use computers to facilitate the language learning process. The internet offers many websites and software programs aimed at helping English language learners learn and practice their language skills. In addition, the internet provides teachers with access to a wide range of resources and teaching ideas. This course presents methods and materials useful in second language acquisition, and it also evaluates current technologies and their applications in the TESOL classroom. Emphasis is placed on interconnections among theory, procedures, and applications to address the different ways in which technology can be used to enhance second language acquisition. Through instruction and hands-on practice, students will learn the benefits of instructional technology for teaching English to speakers of other languages, overcome technophobia, and gain strategies to apply effective technologies to teaching ESLs/EFLs. |
3 |
Each course has a unique capstone project that invites students to apply theory in TESOL learning environments. Current in-service and pre-service teachers will receive personalized guidance from experienced professionals in our local and global network during the capstone projects.
In order to demonstrate skills and knowledge foundational to teaching English as a second language, students will be able to:
1. Critically analyze educational problems in TESOL, attending particularly to a diverse student population.
2. Apply appropriate and relevant instructional technology as a classroom tool for teaching a wide range of ESOL students (ESL/EFL, K-16).
3. Apply seminal theories and practices in teaching based on a comprehensive understanding of the foundation of TESOL instruction.
4. Develop formal and informal measures for assessing language development and skills among ESOL students.
5. Develop and implement innovative capstone projects (e.g., case study, digital storytelling project, action research study) in TESOL.
6. Explain how language functions as a structured system, including systematic approaches to language use and language ideology.
7. Apply scholarship from applied linguistics to TESOL from the perspectives of social and academic languages.
As a graduate of this program, you will:
- Develop and clarify your philosophy of education, in particular, your beliefs regarding the purposes and processes of effective curricular organization;
Become familiar with different ways to conceptualize a school curriculum and with major curriculum designers, both past and present;
Assess your own experiences with educational and curricular change as a means to gain greater insight into educational and institutional change processes writ large;
Examine approaches to multicultural education, anti-racist education, and inclusion that aim to transform the curriculum;
Explore the tensions and possibilities that face teachers day-in and day-out in the current social and political context;
Learn alternative strategies for assessment that provide multiple and authentic measures of student learning;
Analyze existing curricula in terms of various philosophical orientations;
Examine implications and applications of learning theories as drawn from teachers in elementary and secondary schools as well as from professionals working in higher education and contexts outside of formal schooling;
- Consider how school curricula and pedagogical practices can be structured to promote social justice and democratic citizenship.
The Lynch School has a long history of national accreditation, which includes NCATE (National Council for Accreditation of Teacher Education), TEAC (Teacher Education Accreditation Council), and CAEP (Council for the Accreditation of Educator Preparation). Most recently, the Lynch School was granted full and complete accreditation through CAEP, valid from Fall 2018 through Spring 2024. Boston College is currently the only CAEP accredited education preparation organization in Massachusetts.
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Roles
- Assistant Principal of Academics
- Fourth Grade Teacher
- Sixth Grade Teacher
- High School History Teacher
- Director of Exhibits
- Court Procedures Attorney
- First Grade Teacher
- Special Education Teacher
- Mathematics Instructor
- School Principal & ELL Coordinator
Organizations
- St. John's Preparatory School
- Littleton Public Schools
- Papillion La Vista School District
- Concord-Carlisle Regional School District
- Museum of Science
- Goodwin Procter LLP
- Boston Public Schools
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PrintApplication & Deadlines
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Deadlines
Spring 2023
Priority Deadline - November 1
Rolling Admission - Until Dec 1
Summer 2023
Priority Deadline - January 4
Rolling Admission - Until April 5
Fall 2023
Priority Deadline - January 4
Rolling Admission - Until July 15
Résumé
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Letters of Recommendation
Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
Submitting GRE test scores is optional for this program for the 2023 entry term(s). If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
Not required.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Requirements for International Students
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214