Human Learning and Cognition 
This course emphasizes major principles of human learning and cognition viewed from empiricist, nativist and constructivist perspectives. Topics such as conditioning, memory, information processing, motivation, problem-solving and metacognition will be investigated systematically. Principles of learning as applied to special populations (the gifted and talented, the handicapped, the adult learner) and models of teaching (e.g. discovery, inquiry, cooperative) also are emphasized.
Instructional Systems Development I 
This course includes the elements of analysis, design, development, implementation and evaluation. An emphasis is placed on micro-level design issues, including analysis, design and evaluation. Learners work through the ISD process to assemble a training or education project that is ready for implementation. A design plan and lesson plan is constructed to allow learners real-world experience in the ISD process.
Teaching Reading and Writing to ESOL/Bilingual Students: Part I 
An investigation of literature that contains approaches and techniques to teaching reading to the bilingual student will be provided through lectures, class discussions, film, video presentations, research and field observations. Psycho-linguistic models of the bilingual reader will be reviewed. Information concerning techniques and activities for teaching reading and writing in the content areas will be examined. Methods of evaluation and assessment will be demonstrated.
ESOL Testing and Evaluation 
This course is concerned with the theory and methodology appropriate for ESOL and EFL testing. Course content includes an investigation of literature containing theoretical foundations of and research for second-language testing. Students will be expected to use research findings in the practical application of test construction, administration and evaluation.
Linguistics for ESOL/Bilingual Educators 
This course provides an introduction to the basic analytic methods of several core subfields of linguistics, including phonetics, phonology, morphology, syntax, semantics, and pragmatics, as well as an introduction to the history of English, socio-linguistics and bilingualism. Throughout the course there will be opportunities to analyze language data and discuss various language-related issues. No previous training in linguistics is required or assumed. This course will help participants to see language as both a social and cognitive phenomenon.
Quantitative Research Methods I 
This is a course in the application of basic statistics in a variety of educational research settings. Emphasis is placed on the use of descriptive statistics, the interpretation and construction of data collection instruments and the application of basic research paradigms.
Teaching Reading and Writing to ESOL/Bilingual Students: Part II 
This course analyzes theories, research and approaches to teaching writing to second-language learners. Included are discussions of academic, professional and expressive writing; cultural contrasts in rhetorical styles and tradition; and the use of modern technology (computer, e-mail and the Internet) in teaching writing
Cross-Cultural Communication for ESOL 
The purpose of this online course is to study communication within the context of the cultural setting. The three main goals are: 1) to provide the students with materials, both cognitive and experimental, with which they can develop an awareness of their own cultural identity; 2) to increase their knowledge of the special communication problems to be expected in a cross-cultural situation; and 3) to offer students the opportunity to apply new insights to cross-cultural encounters. The course is an online version of MLL 625 - Intercultural and Cross-Cultural Communication .
The Grammar of American English for ESOL Teachers 
The course examines the syntactical, phonological and morphological systems of modern American English, with particular attention to areas most relevant to teachers of English as a second or foreign language. The course focuses on English features that are particularly difficult for English language learners. Simplified ways of describing their features and techniques for teaching them are presented.
Theories of Language Learning in the ESOL Classroom 
This course will cover current theories of how second language is learned, providing participants a greater understanding of the processes involved in language acquisition and how English language learners' (ELL's) personal characteristics influence this process. This understanding will allow participants to effectively differentiate instruction for each ELL as well as plan instruction and strategically utilize TESOL methodologies and techniques.
This course is an introduction to the social and educational aspects of bilingualism. It offers an overview of the broad range of sociolinguistic and political issues surrounding bilingualism, examines the language mixing behavior of bilingual speakers, and explores the use of two or more languages in popular music, advertising, and online social spaces. The course covers such key topics as language maintenance and shift, attitudes toward bilingualism, bilingual identity, multilingual educational models and policies, and bilingual parenting.
Qualitative Research Methods in School and Community 
This course focuses on the application of selected field research methods to problems of educational practice. Students will study issues pertaining to the role and responsibility of the field investigator working in schools and in other community groups. Students will plan and conduct a field study using qualitative field techniques.
Methodology of Teaching English as a Second or Foreign Language 
The course investigates traditional and modern approaches and techniques for teaching English as a second or foreign language; theories of second-language acquisition/learning; curriculum and materials design of ESOL/EFL for academic, social/survival and professional purposes.
Analyzing Educational Research 
This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.
ESOL Practicum in Schools 
This course constitutes part of Phase I of a two-phase student teaching internship for those seeking K-12 ESOL certification. The primary purpose of this practicum is to provide those planning to teach ESOL in the public schools with an opportunity to observe and interact with ESOL teachers and students in the classroom and to gain an understanding of the real world of school; of the challenges confronting teachers, administrators and students; and of the resources available to deal with these. In addition, students will observe how the knowledge and skills developed in the M.A. program in ESOL/Bilingual Education can inform and facilitate teacher decision-making and practice and be able to take a closer look at themselves as future ESOL teachers. Through a series of readings, structured observations, interviews and seminar discussion, students will have an opportunity to build on their current understanding of the teaching-learning process and the roles ESOL teachers play. They also will be able to integrate the knowledge obtained in other classes and contexts with the practical world of teaching. In addition, through opportunities to tutor, co-teach or present portions of lessons, the student will develop skills in ESOL teaching.
ESOL Practicum in Schools II 
This course constitutes Phase II of a two-phase student teaching internship for those seeking K-12 ESOL certification. The course consists of an 80-day internship in Maryland public schools (40 days in an elementary school and 40 days in a secondary school) with an accompanying weekly seminar in which teacher candidates discuss issues related to their student teaching experiences and prepare their teaching folios.
ESOL Internship 
A field-oriented experience in which the student designs and implements a system of instruction, analysis technique, or evaluation design in an ESOL setting. Students work a minimum of 40 hours in an ESOL instructional program with program supervision. A reflection paper based on this experience is the culmination of the course.
ISD Project Seminar 
This course will provide the advanced graduate student in ISD the opportunity to analyze an educational or training problem and apply the complete instructional systems development process to the design and development of a comprehensive instructional program to meet the needs determined by the analysis. Students will be expected to design a critical path management action plan and follow the plan as they design and develop all the instructional material necessary to deliver the comprehensive instructional system. It is expected that the instructional system will include an evaluation component and will reflect the proper application of ISD principles in the overall design.
Master’s Thesis Research [2-9]
Note: Six credit hours are required for the master’s (with thesis) degree program. Prerequisites: Consent of the student’s advisor, prerequisite courses per program map of student’s selected concentration and permission of the department.