In line with the updated guidelines from our University partners, the College Board has approved a change to the fee structure for all our programs, effective January 2024 onwards. In line with the updated guidelines from our University partners, the College Board has approved a change to the fee structure for all our programs, effective January 2024 onwards.

Master of Education in English as a Second Language

The program helps you become a highly trained educator who is ready to meet the challenges of teaching students who are learning English as a second language.

Program Overview

The Master of Arts in English as a Second Language is a 39-credit program that offers a rich combination of online learning, classroom practice, learning community sharing, research, analysis, and assessment to build teachers’ knowledge and skills to increase the achievement of students who are learning English as a second language. Online examples are provided to help teachers of every subject and grade level provide appropriate instruction to facilitate listening, speaking, reading, writing, and comprehension skills in the English language. The program is for teachers of pre-K to grade 12 ESL students.

The courses that make up the program curriculum are designed to prepare and strengthen the classroom teacher’s skills by providing the most current research-based and proven educational strategies and knowledge. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs, and classroom management provide a framework for how teachers can provide appropriate strategies and environments for all students. Other areas of focus are specific information and practice on methods of ESL; foundations of ESL; teaching of reading and writing; linguistics; and assessment for non-English proficient students. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective classroom for ESL students.

Want to know more?

Discover additional information about the program

    Course Structure

    Code
    Course
    EDC500
    Power Strategies for Effective Teaching
    EDC510
    Power Strategies for Classroom Assessment
    EDC520
    Power Strategies for Improving Comprehension
    EDC540
    Classroom Management
    EDC550
    Child and Adolescent Development
    EDC570
    Special Needs Students
    EDC564
    Curriculum, Instruction, and Assessment in the ESL Classroom
    EDC535
    Reading and Writing in the ESL Classroom
    EDC572
    Foundations of ESL
    EDC573
    Linguistics
    EDC610-1
    Research Methods
    EDC610-2
    Action Research
    EDC620
    Mentored Practicum
    Online MBA UK

    Courses

    This course features methods of teaching and learning through graphic organizers, word walls, and partnering to increase comprehension in all subject areas. Teachers learn to use visual representations to help students organize ideas and thoughts; to understand relationships among those ideas; and to remember the information. Strategies are provided for teachers to use word walls in classrooms so that students build vocabulary and their understanding of the English language. Graphic organizers, word walls, and partnering are effective for all students including special education students and English language learners. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course features methods of teaching and learning through rubrics and editing. Teachers learn to use rubrics in all subject areas to set learning expectations for students with a wide range of abilities. Active learning is promoted so that students become involved in their own learning. Teachers practice strategies for editing that provide specific feedback based on the use of rubrics for analysis. They also learn strategies that develop the students’ editing skills. The concept of editing is expanded to include visual products, performances, and processes as well as written products. These assessment skills are essential to all students including special education and English language learners. The rubrics set expectations for quality that provide for differentiated instruction for diverse populations. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course features multiple ways to use the strategies of reflection, note-taking, and summarizing to increase learning. Teachers learn to design frequent opportunities for students to reflect on the important concepts in the subjects they teach. Based on brain research, reflection means “thinking about learning”. It is effective for use in all grades, and subject areas, and for all students to enhance knowledge, clarify concepts, and relate new ideas to prior knowledge. Teachers learn to use and teach note-taking, summaries, and summary frames to assist the students in organizing reflections, summarizing notes, and summarizing various types of written material. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course assists teachers in organizing the classroom environment; working with students to design rules and routines, and use strategies to create and maintain a learning environment/community. Specific strategies are suggested to limit or decrease behaviors that interfere with learning. Teachers learn recording techniques for observing and analyzing student behavior in the classroom. They examine strategies to promote effective parental and community resources that will maximize learning in diverse classrooms. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course focuses on effective implementation of developmentally appropriate strategies in the classroom. Participants explore various domains and stages of development within age ranges from birth to 18. They learn the role of culture in the learning process and how collaboration among the many stakeholders in the school and community affects development. The stages relate to cognitive, emotional, physical, and social development and how teachers can facilitate student growth in these areas. The strategies focus on all aspects of the classroom from the decision-making to the way instruction is delivered. Many examples are provided for all grade levels and for special populations to assist the teacher in understanding these stages and using effective strategies in the classroom.

    This course focuses on the special instructional needs related to special education students, gifted students, and English language learners. Teachers learn how to use learning styles, differentiated learning, and effective strategies that engage learners and provide for individual needs. Specific strategies are suggested for the various populations. Strategies for adapting a “regular” classroom to provide an appropriate learning environment for all children, including those outside the normal range, are provided and discussed. Many examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing effective strategies in the classroom.

    This course builds ESL teacher understanding about academic curriculum content and assessments for ESL students. Understanding and using Common Core Standards in planning, instruction, and assessment are highlighted. Types of assessments are explored and strategies for developing content assessments that align to the curriculum are presented. ESL teachers learn how to relate the curriculum and assessments to state, provincial, or country standards and adjust for English as a Second Language students. Many examples are provided for all grade levels and content areas for ESL teachers to assist in the effective implementation of special curriculum and assessment strategies in the ESL classroom.

    This course features an emphasis on teaching English language learners (ELL) strategies in reading and writing in the mainstream classroom. Students will study and apply methods and strategies for teaching the English language learner in all grades and languages. Students will learn to implement strategies that focus on oral and written language development and the teaching of reading, as well as the implementation of ELL strategies in all subject areas.

    This course features an emphasis on the foundation of historical, philosophical, and theoretical education for English Language Learners in the United States. It also engages the student in valuable teaching practices and identifies effective instructional models to be utilized with English Language Learners. It analyzes key legislation that has had an impact on how second language learners receive necessary assistance in achieving academic success.

    The course is organized to provide information and opportunities for discussion on the following topics:

    • Bilingual (BLE) and English as a Second Language (ESL) principles and philosophies
    • Cultural, social, linguistic, and academic issues of second language learners
    • Current federal and state policies impacting ESL/BLE programs
    • Historical aspects and court cases impacting second language learners
    • The role of the Office of Civil Rights (OCR) and legislation on the establishment of federally funded programs for second language learners
    • The process for placing second language learners in an appropriate educational setting
    • Over representation of second language learners in special education and the under representation in gifted programs
    • Analysis of the students’ schools in relation to specific aspects discussed throughout the course

    This course features an emphasis on teaching English language learners (ELL) in the main- stream classroom. Students will study the development of language, culture, theory, programs, methods, and strategies for teaching the English Language Learner in all grades and subject areas. Students will learn to implement effective programs and strategies that focus on oral and written language development and the teaching of reading, as well as the implementation of ELL strategies in all subject areas.

    This capstone course focuses on the methods used in quantitative and qualitative research with an emphasis on action research in the classroom. Each student will conduct an action research project that applies some aspect of the previous courses. Electronic portfolios are used to store and organize all the materials for the project such as logs, reflections and summaries, assessments, examples of curriculum and assessment development, case studies, charts, graphs, and video clips.

    This capstone course is the final course of the master’s degree program and demonstrates proficiency of learning and applying skills learned and practiced throughout the program. A formal presentation of the action research may be made to an audience such as the principal and staff or attendees at a conference, workshop, or seminar.

    The mentored practicum is an individualized application project determined by the student, the school leader where he/she is employed, the assigned mentee at the school, and the online instructor. The course provides students with research-based and evidence-based strategies to establish and maintain mentoring relationships. Students examine various mentoring models and learn about essential characteristics of effective mentoring. Students apply critical thinking skills to design, implement, and assess workbased mentoring experiences while reflecting on their practices and how they influence mentoring outcomes.

     

    Learning Outcomes

    Live & interactive lectures by expert faculties

    Recorded session for offline viewing

    World-class curriculum by eminent faculty

    Regular webinars by industry leaders

    Assignments for module assessments

    Easy-to-use LMS accessible anywhere

    Online library to further enhance your knowledge

    Dissertation on your area of research work

    What our learners have to say

    MBA in Dubai

    Alexandros Spyridonis

    MBA in Health and Safety Leadership

    I extend my gratitude to Exeed College for all the support the team has given me to achieve this degree. Thank you Exeed Team. I am very happy and excited for the exciting experience…
    MBA in Abu Dhabi

    Anesh Soni

    MBA in Operations and Project Management

    My journey with Exeed was very exciting. I am very lucky to be benefitted from the several of the opportunities I got from Exeed College. I have started off with the Project Management….
    Online MBA UAE

    Armila Devi Ramasawmy

    MBA in Global Banking and Finance

    I have banking experience of more than 30 years. I work in Mauritius. I have started my MBA in Global Banking and Finance just after the world pandemic. I can say the faculty..
    Executive MBA in Dubai

    Imad Abou Antoun

    MBA Health and Safety Leadership

    I will start with the professors and teachers in Exeed College. They have exceptional ability in making students comprehend the most complex of concepts. I have had many personal experiences where the tutors…
    Fast Track MBA UAE

    Joeward Tawanda

    MBA in Health and Safety Leadership

    I would like to take this opportunity to thank Exeed College for all the support the team has given me to achieve this degree. It has been a challenging journey for me But with the help of Exeed College…
    Best online MBA Programs in Dubai

    Johnpaul Uzonwa

    MBA in Health and Safety Leadership

    I am an HSE professional working in Abu Dhabi. I graduated from UCAM University with an MBA in Health and Safety Leadership. This was made possible through Exeed College. I have been studying in Exeed College…

    What you’ll get as a Masters student with Exeed College

    In-depth Knowledge of Your Field

    Increased Opportunities

    A Higher Earning Potential

    Reputation and Credibility

    Better Networking Skills

    Keeps You Competitive

    Exeed College is the marketing partner of Acacia University.

    Doctorate Panel

    MBA Courses in UAE

    Dr. Rekha Shewakramani

    Faculty and Program Leader
    Dr. Rekha Shewakramani
    Dr Rekha Shewakramani has a Doctorate in Management with a specialization in Human Resource Management. Her research focuses on organizational behaviour which associates with a performance at work and contentment in an organization. Rekha has been awarded various accolades in the field of research and management in human resources. Her key achievement was to receive the title of the researcher of the year in 2019 for her presentations and publications in the research field. Rekha started her teaching career in UAE in the year 2020 and has successfully trained various professionals for the certification and courses that have accreditation from the UK. Her hands-on experience in teaching undergraduate and post-graduate students in India is now serving as an encouragement to serve and train professionals about the practices of management across different nations. She has recently become an Associate member of CIPD (Chartered Institute of Personnel and Development, UK) in the year 2022. Being a gold medallist in Master of Business Administration, her research work has been chosen and published in some of the UGC Listed Journals in India. She has always been a part of the education industry by serving as a counsellor, trainer, and research fellow which has helped her in attaining the confidence in developing content and imparting knowledge using a combination of practical and theoretical tools.
    UCAMMBA

    Dr. Noor un Nisa Shahani

    Faculty and Program Leader
    Dr. Noor un Nisa Shahani
    Dr. Noor holds the degree of PhD in Commerce (Management Sciences) from University of Sindh, Jamshoro, Pakistan. Her research interest includes Organizational Behavior, Business Creativity, HR Practices and General Management. She has 10 years of teaching experience at University Level. She also holds a high reputation due to her extraordinary contribution in Research and got award for outstanding research contribution in 2021 by Bath Spa University, UAE. As a trainer Dr. Noor has conducted professional trainings on Research methods Quantitative and Qualitative Analysis. Where she has had the opportunity to train, interact and learn from highly qualified faculty. She has around 30 national and International research publications.
    business management doctorate

    Dr. Pfumbudzayi Robert Machera

    Professor
    Dr. Pfumbudzayi Robert Machera
    Dr. Pfumbudzayi Robert Machera is an enthusiastic, energetic leader and has occupied executive roles such as Financial Manager, Group Accountant, Company Secretary, Human Resource Practitioner and Administration Manager for large, listed corporations in Zimbabwe for 18 years, before joining the academic world. He is a well-rounded scholar with research interest in micro - lending companies, social entrepreneurship, finance, banking, accounting, managing people, education, fintech, sustainability and training. Qualification: Doctor of Philosophy (PhD) in Economic and Management Sciences with Administration, Master of Philosophy in Education and Training for Lifelong Learning, Masters in Business Administration (MBA), Chartered Institute of Management Accountants (CIMA) Advanced Management Accounting Diploma and Chartered Institute of Secretaries & Administrators (CISA) Diploma.
    Area of Expertise: Human Resources Management, Research Methods and Dissertation, Strategic Change Management, International Marketing, Strategic Human Resources Management, Consumer Behavior, Strategic Supply Chain Management and Logistics, Operations Management, Strategic Management and Leadership, Social Entrepreneurship, Business Sustainability, Financial Accounting, Auditing and Risk Management.
    doctorate in management

    Prof. Michael Akerib

    Faculty
    Prof. Michael Akerib
    Michael Akerib has divided his professional life between industry, executive education, and academia. He has always been interested in change – sociological, and technological, and the blending of the two and its impact on determining the future. His professional experience was acquired in corporate leaders in their field (Dow Chemical, Merrill Lynch, COMILOG) in Africa, France, and Switzerland. He was the CEO of a South American gold and diamond mining corporation in the early 1990s. As a consultant, he devised strategies for SMEs in areas as different as metals and luxury products. Since 1991 he has been involved in executive education and academia in over 20 countries. He has created curricula, and franchised educational programs he created, was dean, managing director of business schools, and rector. He is still active in higher education in Belgium, France, Romania, and Switzerland.
    Part Time MBA in UAE

    Dr. Vivek Mohan

    Dean – Academic and Student Affairs
    Dr. Vivek Mohan
    Dr Vivek is an award-winning researcher with several years of experience leading the design, delivery and digital transformation of programs in higher education in the UK, Europe and the Middle East. He had previously taken up Faculty and Researcher positions at Sheffield Business School, UK, and Leeds Business School, UK. His corporate training and consulting portfolio includes firms such as PricewaterhouseCoopers, International Cricket Council, WJ Ground Water and Petrofac. Dr Vivek holds a PhD in Business Management and an MSc in International Business from the UK and is certified in education design for higher education from Sydney (UNSW), blockchain essentials (UCLA), blended learning essentials from the UK (UCL-Leeds), and in Project Management from CMI, UK. He is also a certified member of the British Academy of Management and served as the editorial board member of the International Journal of Family Business and Management in the US. He is also a sports enthusiast and plays competitive badminton and basketball.

    If you’d like to gain the complete skill set to succeed in today’s business world, this is the area for you.

    Assignment and Assessment

    Acacia University – Exeed College follows an assignment-based assessment approach, and the student needs to submit an assignment after each module.

    Entry Requirements

    • Successful completion of a baccalaureate degree from an accredited college or university – The degree must be verified on official transcripts sent by the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted.
      International applicants: Applicants submitting transcripts from non-US institutions must have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency. This requirement does not apply to international applicants who received a degree from a US college or university.
    • English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
      • 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT)
      • 6.5 on the International English Language Test (IELTS)
      • 50 on the Pearson Test of English Academic Score Report
      • 100 on the Duolingo English Test
      • 55 on the 4-skill Michigan English Test (MET)
      • 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
      • 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE)
      • A minimum score on the College Board Accuplacer ESL Exam Series as follows:
      • 1. ESL Language Use: Score of 85
        2. ESL Listening: Score of 80
        3. ESL Reading: Score of 85
        4. ESL Sentence Meaning: Score of 90
        5. ESL Writeplacer: Score of 4
        6. Comprehensive Score for all exams of 350
      • A minimum grade of Pre-1 on the Eiken English Proficiency Exam;
      • A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge
    • Verification of a teaching position or access to classrooms – confirmation of classroom and connectivity attestation through either a signed form https://www.acacia.edu/required-classroom-and-connectivity-attestation.pdf or declared via the Classroom and Connectivity Access Attestation section in the website admission form.
      • The Master of Arts in Elementary Education requires access to elementary classrooms.
      • The Master of Arts in Secondary Education requires access to secondary classrooms.
      • The Master of Education in Educational Administration requires a minimum of 2 years of prior successful teaching experience and access to classrooms.
      • The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments.
      • The Master of Education in English as a Second Language requires access to classrooms with ESL students.
    • Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.

    Business Management Doctorate

    Speak to our Admission Team