TEAL - Teaching English as an Additional Language (TESL/TEFL)
The master of education (MEd) is a professional degree signifying advanced knowledge about and advanced training in educational practice.
This program is designed for educators working with English as Additional Language learners in a variety of local and international educational settings. The program will provide students with advanced knowledge of theoretical, research and practical issues in teaching English language learners.
The MEd consists of 30 units of course work followed by the MEd comprehensive examination (EDUC 883-5).
丁香园AV Requirements
See 1.3 for University admission requirements. Normally, two years of full-time classroom teaching experience is required for admission to the program. This requirement is waived for admission to the TEAL-F stream. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
Graduate education admission is granted to a specific degree and to a particular program or specialization. Application information is available from the .
Program Requirements
Students complete all of
Major trends in English as an additional language education theory and practice, current understandings of different aspects of language instruction and debatable issues prominent in teaching English as an additional language (TEAL) research.
A survey of major theories of Second Language Learning (SLL) to date, including the conceptualizations of language, learning and the learner, and their applications and implications in second/additional language teaching and learning in various contexts over time and today.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Huamei Han |
May 11 鈥� Jun 22, 2016: Wed, 10:30 a.m.鈥�3:20 p.m.
|
Vancouver |
Course activities will be structured for participants to consider recent formulations of learners as agents as well as subjects of culturally constructed, socially imposed worlds. Participants will examine a number of ethnographic descriptions of the experiences of learners in a variety of communities, noting in particular their use of diverse mediations/tools, including language. Participants will consider these ideas in relation to their own educational communities and develop plans for research activity in those sites. Equivalent Courses: EDUC713.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Sepideh Fotovatian |
May 9 鈥� Aug 8, 2016: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
Student will complete three courses from the list of electives below
Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Peter Liljedahl |
TBD | ||
|
Natalia Gajdamaschko |
TBD |
An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Ann Chinnery |
May 9 鈥� Aug 8, 2016: Wed, 4:30鈥�9:20 p.m.
|
Burnaby |
|
|
Joanne Robertson Larry Johnson |
TBD | ||
|
Vicki Kelly |
TBD |
Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Kevin O'Neill |
May 9 鈥� Aug 8, 2016: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
|
|
Becky Cox |
TBD |
An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.
Participants will critically examine how language intersects with nation-states, race, class, religion, gender, sexuality, and ability, among other social categories, to perpetuate multiple forms of inequality in various social institutions, such as mass media, home, school, church, workplace, and law and the judicial system. Participants will juxtapose academic articles with personal experiences and observations, as well as media representations and public discourses, to explore equity issues related to language in education and society in local, national and global contexts.
The narratives of teachers of minority and Anglo-European ancestry will provide insights into how teachers work within and beyond normative institutionally prescribed roles to define and implement positive social and educational changes for their students. Equivalent Courses: EDUC712.
Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.
Comprehensive Examination
Candidates must complete a comprehensive examination by enrolling in EDUC 883-5. Normally, this occurs in the term in which course requirements are completed or in the immediately following term.
Program Requirements- TEAL with a Fieldwork Component (TEAL-F) Stream
This full-time, 17-month M.Ed. program is designed for prospective English language teachers. It is distinctive in offering a fieldwork component to introduce TEAL-F students to Canadian educational settings, and in offering cohort-specific cultural and academic literacy support.
Students complete all of
Major trends in English as an additional language education theory and practice, current understandings of different aspects of language instruction and debatable issues prominent in teaching English as an additional language (TEAL) research.
A survey of major theories of Second Language Learning (SLL) to date, including the conceptualizations of language, learning and the learner, and their applications and implications in second/additional language teaching and learning in various contexts over time and today.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Huamei Han |
May 11 鈥� Jun 22, 2016: Wed, 10:30 a.m.鈥�3:20 p.m.
|
Vancouver |
Educational topics and academic and cultural adaptation to graduate study in Canada. Explores key questions in contemporary educational discourses, issues of culture, language and identity, and develops advanced academic literacy through intensive reading and writing.
Course activities will be structured for participants to consider recent formulations of learners as agents as well as subjects of culturally constructed, socially imposed worlds. Participants will examine a number of ethnographic descriptions of the experiences of learners in a variety of communities, noting in particular their use of diverse mediations/tools, including language. Participants will consider these ideas in relation to their own educational communities and develop plans for research activity in those sites. Equivalent Courses: EDUC713.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Sepideh Fotovatian |
May 9 鈥� Aug 8, 2016: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
Students in the TEAL-F stream are strongly encouraged to take one or more electives from the list of TEAL elective courses.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the , as well as the specific requirements for the program in which they are enrolled, as listed above.