English Language Learners (M.Ed.)

Program Overview

Gain the foundational and practical information you’ll need to effectively serve those who are learning English as a second language.

The Master of Education (M.Ed.) in English Language Learners is open to students who already possess a state teaching license or who wish to pursue advanced study in teaching linguistically diverse students in international settings.

Multilingual students’ language and literacy learning is distinct from monolingual students’ learning. At the heart of our program is the push toward educational equity for multilingual learners too often relegated to learning environments that do not provide them with rigorous learning of languages and other academic disciplines.The graduate program in English Language Learning looks at cultural, cognitive, social, political, identity-oriented, and individual influences and processes on education.

The program offers three unique tracks:

Teaching English Language Learners in the U.S. requires intermediate proficiency in a language other than English.
Teaching English in an International Setting is open to students who wish to teach English language learners in an international setting. This track is aligned with Teachers of English to Students of Other Languages (TESOL) standards.
Language Studies and Development focuses on the theoretical, empirical, and practical dimensions of linguistics and second language acquisition to help students understand the complexities of language learning. This 31-credit, non-licensure M.Ed. program is designed for students interested in developing in-depth understandings of linguistics and first and second language development and language variation from a variety of theoretical perspectives and research methodologies across qualitative and quantitative traditions.

In the Department of Teaching and Learning, you are partners and future colleagues. Our vision is brought to life through collaborations with our students, partnering schools, community organizations, and the vibrant Vanderbilt community.

As a student in the ELL M.Ed. program, you will develop skills in pedagogy, curriculum design, and research analysis and writing that will enable them to enhance educational opportunities of multilingual learners in local and international contexts. You will analyze how pedagogical, programmatic, and political decision-making, as well as learning ecologies, support learners in learning multiple languages, expanding their communicative repertoire, and developing academic and life skills. Graduates can pursue careers as educators, advocates, and researchers alongside communities, families, and children who bring diverse cultural and linguistic resources to schools, classrooms, and other learning environments.

Program at a Glance

Master of Education (M.Ed.) in English Language Learners

Department of Teaching and Learning

Program Director: Lisa Pray, Ph.D., and Shannon Daniel, Ph.D. (as of Fall 2018)
Admissions Coordinator: Angie Saylor
Admission Term: Summer and Fall
Credit Hours: 31
Priority Application Deadline: December 31* for fall entrance

* We will continue to accept applications after this date, but applications will be evaluated for admission and scholarships as space and funds are available.

Application Checklist Scholarships and Financial Aid Request More Information Apply Now

Our Commitment to Equity, Diversity, and Inclusion

At the heart of our program is the push toward educational equity for multilingual learners who are too often marginalized and relegated to learning environments that do not provide them with rigorous learning of languages or disciplines like literature, science, mathematics, social studies. Graduates are able to serve as educators, advocates, and researchers alongside communities, families, and children who bring diverse cultural and linguistic resources to schools and other learning environments.

Selected Courses Related to Equity, Diversity, and Inclusion

EDUC6520: Foundations of Teaching ELLs - Students analyze how laws, policies, programs, and pedagogies do (or do not) support multilingual learners’ access to and engagement with equitable educational opportunities. The course emphasizes the importance of recognizing and leveraging diverse students’, families’, and communities’ rich linguistic and cultural resources.

EDUC6540: Methods of Teaching Language Learners - Students develop the pedagogical skill set that will help them learn about their linguistically diverse learners, be responsive to students’ interests and learning trajectories, and develop and implement high-quality, rigorous instruction for multilingual learners.

EDUC6595: Language Socialization and Variation - Students analyze the sociopolitical nature of language “standards” and investigate ways teachers can integrate dialect diversity into language and literacy instruction.

Selected Faculty Research Related to Equity, Diversity, and Inclusion

Shannon Daniel, associate professor of the practice of English language learner education
Professor Daniel researches the contributions and strategies of resettled refugee youth, how refugees leverage their skills and strategies to succeed in their country of resettlement, and how teachers can improve their instruction of multilingual learners across elementary and secondary schools.

Chris da Silva, professor of the practice of education
Professor da Silva takes an ecological perspective in analyzing English language learners’ access to learning. She not only investigates young children’s learning experiences in classrooms, but also researches family and community resources and how teachers can learn about and leverage these resources to support students.

Success Stories

Graduates of our program have found jobs in schools and organizations throughout the U.S. and around the world. Many alumni are pursuing doctoral studies in a range of institutions, including the Arizona State University, Boston College, Clemson University, Pennsylvania State University, University of Exeter (U.K.), University of Florida, University of Maryland, University of Texas.

Wenna LiM.Ed. '17ESL Instructor,
Shanghai New Oriental Vision Overseas Consulting Co. Ltd.“The program helped me to visualize what ideal classroom teaching looks like and how everyone, including teachers, could benefit from it.”

Heather DunhamM.Ed. '16Doctoral Student,
University of Texas at Austin“I completed my master's degree at Peabody while teaching full-time. The professors and mentors I had along the way were the biggest help to me as both a teacher and a student.”

Chen ChenM.Ed. '12Chinese Language Teacher,
Harvard-Westlake School“What I received from Peabody is much more than a master's degree.”

Practicum Experience

Students in the pedagogical tracks engage in an intensive teaching practicum, working with an experienced mentor-teacher. The practicum includes co-planning lessons, observing and supporting the mentor’s pedagogical interactions with students, designing and implementing lessons, and having constructive conversations about these lessons with program faculty. Prior practicum placements have included elementary and secondary school classrooms in Metro Nashville Public Schools, our partnership with the English Language Center on campus, Nashville Adult Literacy Council, and the Tennessee Immigrant and Refugee Rights Coalition’s adult ESL classes. Many mentors are Peabody alumni.

Capstone

Students in the pedagogical tracks will compose a detailed teaching portfolio, including an in-depth teaching philosophy informed by key theorists, meta-analyses of artifacts based on the TESOL domains, and implications for their ongoing professional development.

Students in the Language Sciences and Development track will compose a literature review on a research question that includes attention to the complexity of the interrelationships of language learning, context, and culture.

All capstone students work alongside mentors to craft their capstone across the last two semesters of their program. Mentors give personalized feedback along the way.

Program Curriculum

The graduate degree in English Language Learning includes a minimum of 31 credit hours of required and elective classes in content areas of your interest.

Through the program, you’ll be encouraged to pursue teaching English language learners either in the U.S. or in an international setting. Your track selection will determine the required coursework to complete the degree.

Teaching English Language Learners in the U.S.

This track is designed for students who wish to teach English as a second language in the U.S. It requires proficiency in a language other than English.

Core Requirements: 16-19 credit hours

EDUC 6520 Foundations for ELL Education
EDUC 6530 Educational Linguistics and Second Language Acquisition
EDUC 6540 Methods and Materials for ELL Education
EDUC 6550 Assessment of ELL Students
EDUC 6521, 6541, 6551 Practicum for ELL Education
EDUC 7992 Capstone Seminar

Elective Courses: 15 credit hours

Choose credits in a foreign language (6000 level or above), graduate level courses in instructional methods, reading, or English education, approved elective courses, or other coursework approved by your advisor.

Foreign Language Requirement

Intermediate proficiency in a language other than English is required for the teaching English language learners in the U.S. track. To demonstrate proficiency, you are required to:

Complete six hours of university credit (undergraduate credit can apply) in a foreign language at the intermediate level of proficiency (coursework at the 2000 level or above) OR
Demonstrate competency by a language test (such as the ACTFL) or a Vanderbilt placement test taken in the target language via the Second Language Center

International TESOL Certification

Domestic students may also receive a TESOL certification to teach English in an international setting by completing an additional course: EDUC 6560 EFL Methods.

Teaching English in an International Setting

This track is designed for students who wish to teach English learners in an international setting. Through this track, you will receive a TESOL (Teachers of English to Students of Other Languages) certificate/notation on your transcript.

Core Requirements: 21 credit hours

EDUC 6565 Writer’s Workshop for International Students
EDUC 6520 Foundations for ELL Education
EDUC 6540 Methods and Materials for ELL Education
EDUC 6560 EFL Methods
EDUC 6530 Educational Linguistics and Second Language Acquisition
EDUC 6550 Assessment of ELL Students
EDUC 6521, 6541, 6551 Practicum for ELL Education
EDUC 7500 Writer's Workshop for International Students (Required for international students only)
EDUC 7992 Capstone Seminar

Elective Courses: 10 credit hours

To reach the minimum 31 credit hours, choose courses in a foreign language (6000 level or above), graduate level courses in instructional methods, reading, or English education, approved elective courses, or other coursework approved by your advisor.

Language Requirement

You will need to demonstrate proficiency in social, business/workplace, and academic English as demonstrated by the TOFEL, ACTFL, the Michigan Placement Test, and /or the Oral Language Interview and written test.

Requirements for International Students

In order to maintain your F1 Visa Status, you must enroll in nine credits per semester. For more detailed information about immigration regulations, please see your ISSS advisor.

*Core requirements can be counted toward professional core requirements to free up space for electives

Language Studies and Development

This strand focuses on the theoretical, empirical, and practical dimensions of linguistics and second language acquisition to help students understand the complexities of language learning and is designed for prospective students who are interested in pursuing research-oriented post-graduation careers. This track is comprised of 15 credit hours of core requirements, 1 capstone credit, and 15 elective credits. The 31-hour program is structured so that students will matriculate in cohorts, take the courses described below, and complete their studies with a capstone experience. Students will begin their program in the fall. The program can be completed over three semesters (fall, spring, summer).

Core Requirements: 15 credit hours and 1 capstone credit

EDUC 6530 Introduction to Linguistics
PSY-PC 8430 First Language Development
PSY-PC 3160/7160 Second Language Acquisition
EDUC (permanent number will be assigned)

Language Variation OR
Experimental and Quantitative Methods in Language Research

Capstone Project

Elective Courses

In addition to completion of core requirements, students will take 15 credits of elective courses from the list below (and possibly other courses based on discussions with their advisor) to develop an individualized program of study aligning with their interests.

Preparing to Teach Reading and Writing

EDUC 6460 Language, Education and Diversity
ENED 6080 Advanced Study of Literature for Children
EDUC 6420 Literacy for Diverse and Special Needs Learners
ENED 6340 Reading and Learning with Print and New Media
EDUC 6450 Teaching and Learning the Language Arts: Theory and Research
ENED 6380 Teaching Writing and Multimedia Composition
ENED 6370 Teaching Literature and Media to Adolescents
EDUC 6570 Teaching Second Language Literacy
EDUC 6580 Issues in English Language Learner Education Research: Research, Policy, and Instruction

Inquiry into Learning Contexts and Curriculum

EDUC 6050 Parents, the School, and the Community
EDUC 7810 Inquiry into Contexts
EDUC 6080 Designing for Context
EDUC 6100 Development in Context: The Effects of Poverty
EDUC 7180 Design of Learning Environments with a Focus on Play
EDUC 7100 Learning Out of School

Inquiry into Culture and Education

EDUC 6020 Culturally Responsive Pedagogy
EDUC 6060 Cultural Diversity in American Education
EDUC 8040 Diversity and Equity in Education
EDUC 6300 Advanced Social and Philosophical Aspects of Education
EDUC 6100 Development in Context:The Effects of Poverty
EDUC 6580 Issues in English Language Learner Education Research: Research, Policy, and Instruction
EDUC 6460 Language, Education and Diversity

International Education

EDUC 6560 EFL Methods *(Fall, Spring)
LPO 7860 Research Design and Data Analysis
IEPM 6140 Education Policy and Global Human Development
IEPM 6120 International Education Policy
IEPM 6200 Education in Asia-Pacific Region: Development, Reform, and Innovation

*Required for the program track on teaching English internationally.

Faculty

Faculty and affiliated faculty in the English Language Learning program are researchers and teacher educators who embrace a diversity of research methods and theoretical stances to explore and teach topics related to the developing of multilingualism and biliteracy.

Shannon M. Daniel