KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:___MAT: Concentration in TESOL___________
DEPARTMENT:______Department of Inclusive Education______________________________
PROPOSED EFFECTIVE DATE: __________Fall 2007_____________________________
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
__X___Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
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Department Curriculum Committee
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___ Approved ___ Not Approved
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Department Chair
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___ Approved ___ Not Approved
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College Curriculum Committee
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___ Approved ___ Not Approved
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College Dean
Date
___ Approved ___ Not Approved
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GPCC Chair
Date
___ Approved ___ Not Approved
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Dean, Graduate Collelge
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___ Approved ___ Not Approved
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Vice President for Academic Affairs
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___ Approved ___ Not Approved
______________________________________________________
President
Date
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
MAT: TESOL
Kennesaw State University
February 17, 2007
DEPARTMENT OF INCLUSIVE EDUCATION
BAGWELLO COLLEGE OF EDUCASTION
Proposed Start Date: Fall 2007
CIP:______
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III.
Justification
This program is not in the 2006-2007 Graduate Catalog, but has passed TEC, GPCC and the Professional
Standards Commission developmental review. Changes are being made to the admission requirements for
the MAT: TESOL to align with the MAT programs across the College of Education and the university. The
admission changes will simplify procedures for the graduate admissions office and potential candidate
advising. Also, the Plan of Study is being revised to include 2 new courses, and various revisions of other
courses (see summary sheet).
IV.
Procedures Used to Develop the Program
1.
TESOL faculty engaged in multiple meetings with officials of the Georgia Department of
Education/Division of ESOL and local school officials to discuss MAT program.
2.
TESOL faculty researched programs that have obtained recognition of national TESOL and are inclusive
and require teacher preparation in literacy.
3.
Department of Inclusive Education hired two new members for their faculty, both of whom have
expertise in TESOL.
4.
Department of Inclusive Education faculty was offered the opportunity for ESOL endorsement.
5.
TESOL faculty reviewed current research in TESOL, particularly Sheltered Instruction Observation
Protocol (SIOP) model.
6
One TESOL faculty member attended SIOP training in Baltimore in October, 2005, and the other will
attend in March, 2006.
7.
All Department of Inclusive Education faculty members participated in the revision of the existing ESOL
endorsement program by bringing it up to national TESOL standards and adding a well-defined field
experiences.
8. Proposed program was reviewed by personnel at the Georgia DOE and UGA.
9. Faculty and administrators in the Bagwell College of Education have collaborated with faculty and
administrators in the College of Humanities on the development of the MAT and other related projects.
V Curriculum: Degree Program Requirements
The MAT in TESOL prepares professional teacher leaders with advanced knowledge, skills and dispositions
of:

Characteristics, procedures, curriculum, and methods of instructing students who are culturally and
linguistically diverse in the general education curriculum and classroom;

Assessment, documentation, communication and accommodations for all students in inclusive
classrooms and settings;

Ethical services for all students;

Collaborative structures for all students in inclusive settings;

Federal law and corresponding rights of ELLs.

Assessment and planning of integrated instruction to support development of literacy.
The program uses a collaborative model that reflects the needs of teachers to serve all students in P-12
inclusive educational settings. The program prepares teachers to meet the needs of students who are
culturally and linguistically diverse. Course work emphasizes the commonalities of the instructional needs
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of diverse students and highlights specific practices to foster language acquisition while simultaneously
teaching content.
Class assignments are predominantly performance-based and require KSU graduate students to document
the impact of their instruction on the achievement of their P-12 students in content aligned with the Georgia
Performance Standards (GPS).
The requirements for the MAT may be met by completing an approved 48-semester hours of graduate
course work, including preparing and presenting a professional portfolio.
Based upon the candidate’s background and preparation, they will have the opportunity to take two guided
electives. The 48-hour program is organized as follows:
Program Admission Requirements:
Current Admission Requirements:
Applicants for this degree program must:

Meet the general admission requirements for the Graduate School at Kennesaw State University;

Official transcripts from all colleges/universities an applicant has attended showing evidence of a
bachelor’s degree with a minimum GPA of 2.75 from an accredited institution;

Obtain TWO Letters of Recommendation that address your success in teaching and ability for success
in Master's degree studies.

Submit a professional resume documenting education, teaching experience, volunteer and service
accomplishment, and record of leadership activities.

GRE 800;

Personal statement;

Personal interview with TESOL faculty;

Test of English as a Foreign Language (TOEFL) (international students only);

A test of spoken language (international students only);

It is advisable for candidates to be employed at least part-time in a P-12 setting due to program
practicum requirements.

Some applicants who fulfill the above requirements may be admitted provisionally as they complete
undergraduate prerequisites for the MAT in TESOL if recommended by the program admissions
committee.
Note: Because this program initially targets the needs of teachers who are currently teaching on emergency
certificates, priority status will be given to those individuals.
New Admissions Requirements:
The following reflect any differences from the general MAT requirements in the BCOE.




Submit passing scores on GACE I or show proof of exemption by means of your SAT, ACT, or GRE
scores. You may be exempt from GACE I by SAT scores of at least 1000 (verbal and math), ACT scores of
at least 43 (English and math), or GRE scores of at least 1030 (verbal and quantitative). Check with the
certification officer at 770-423-6043 for exemption scores if you took the SAT prior to 1995 or ACT prior to
1989.
Professional Vita
An interview a member of the TESOL faculty
It is advisable for candidates to be employed, at least part time in a P-12 setting that includes English
Language Learners.
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Course Offering Schedule and Plan-of-Study
Current Plan-of-Study (as passed by the TEC, GPCC and Professional Standards Commission.
Credit Hours
21
3
5
1
3
3
3
PROFESSIONAL SEQUENCE
EDUC 6100
Development, Psychology & Diversity of the Learner
EDUC 6100L
Practicum
EDUC 7741
Educational Research
EDUC 7750
Language, Power, and Pedagogy
EDUC 7760
Developing Curriculum for Diverse Learners
EDRD 7765
Teaching Reading in the Content Area for Diverse Learners
EDUC7780
Collaborative Practices
TEACHING FIELD
EDUC 7010
Practicum
EDUC 7730
Assessment of Diverse Learners
EDUC 7781
Cultural Issues for ESOL Teachers
EDUC 7782
Applied Linguistics for the ESOL Teacher
EDUC 7783
Methods & Materials for Teaching ESOL
EDUC 7980
Practicum
Guided Elective
21
3
3
3
3
3
3
3
3
CAPSTONE EXPERIENCE
EDUC 7015
Documenting Professional Growth
EDUC 7020
Internship
6
3
3
PROGRAM TOTAL:
48
Revised Plan-of-Study
PROFESSIONAL SEQUENCE
EDUC 6100
Development, Psychology & Diversity of the Learner
EDUC 6100L
Practicum
EDRD 7718
Content Area Reading (course number & title changed 1/11/06 GPCC – course
replaces EDRD 7765
INED 7741
Educational Research
INED 7750
Language, Power & Pedagogy
INED 7760
Developing Curriculum for Diverse Learners
INED 7780
Collaborative Practices
TEACHING FIELD
INED 7731
Assessment of English Language Learners (new course – replaces EDUC 7730 –
see attached documentation)
INED 7781
Cultural Issues for ESOL Teachers
INED 7782
Applied Linguistics for ESOL Teachers
INED 7783
Methods & Materials for Teaching ESOL
INED 7784
ESOL Endorsement Practicum (new course – see attached documentation)
INED 7980
MAT TESOL Practicum (revised course title, prefix & prerequisites – see
attached documentation)
Guided Elective
CAPSTONE EXPERIENCE
INED 7790
Documenting Professional Growth
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Credit Hours
21
5
1
3
3
3
3
3
21
3
3
3
3
3
3
3
6
3
INED 7981
MAT TESOL Internship (new course – replaces EDUC 7020 -- see attached
documentation)
3
PROGRAM TOTAL:
48
Growth and Flexibility
This program is currently taught exclusively on campus. However, as the Bagwell College of Education
establishes a network of professional development schools, it is expected that courses will be offered on site in
schools around the area. Candidates are allowed to one guided elective from other departments in the Bagwell
College of Education, across campus, or at colleges/universities that participate in cross registration. Candidates
who have already taken the 3 ESOL Endorsement courses are encouraged to take courses that will assist them in
their teaching goals. Options include the courses in reading, technology, a foreign language, literature, etc.
Course Descriptions
EDRD 7718 Content Area Reading
An advanced study of the processes and problems of reading instruction in content area classrooms. This course
explores components of the reading process related to content area reading instruction including technical
reading, prior knowledge, reading strategies, supplemental texts, and methods of grouping. Candidates will plan
instruction based on content area requirements that supports readers before, during, and after they read.
Emphasis will be placed on supporting the unique reading needs of a diverse classroom of learners at all grade
levels. A field component is required.
EDUC 6100 The Development, Psychology, and Diversity of the Learner
An examination of the unique aspects of and relationships between the development, psychology, and diversity
of learners. A study of life span development (with an emphasis on adolescents and young adults) addresses
social, moral, emotional, physical, cognitive and psychological development. Theories, models, and principles
of learning and motivation are examined and related to development and diversity as it is influenced culture,
language cognitive ability, gender, and special needs. The use of technology in this course will include word
processing, presentation applications, Internet research, online courseware, electronic portfolio development,
and the review of software.
EDUC 6100L Practicum
An experiential service learning project in which candidates work (mentoring, tutoring, interviewing, etc.) with
adolescents or young adults, one-on-one, focusing on development, needs, exceptionalities, diversity, and
learning styles. Requires proof of liability insurance.
INED 7731 Assessment of English Language Learners
This course covers standardization, issues, and vocabulary in assessment. Candidates develop competencies in
administration and interpretation of norm-referenced tests and development, administration and interpretation of
criterion-referenced, curriculum-based, observation, checklist/rating scale, authentic and informal assessments.
Special emphasis is placed upon development of case studies to address language proficiency levels of students
who are culturally and linguistically diverse.
INED 7741 Educational Researcher
Candidates will develop a basic understanding of educational research paradigms including qualitative,
quantitative and action research designs. Candidates will gain expertise in reading, analyzing, critiquing and
synthesizing research in each of the three research paradigms. Candidates will design and prepare to conduct an
action research project focused on improving student learning in their own P-12 classrooms or schools. Major
topics include but are not limited to validity, reliability, generalization, data collection and analysis, ethical
guidelines and IRB processes and procedures.
INED 7750 Language, Power & Pedagogy
This course is designed to engage candidates in critically examining a) the role of language and the implications
of language policy on educational discourse, b) the nature and power of culture in the performance of students,
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c) the cultural context of children’s lives in school, including values, worldviews, and language, d) how children
can be misidentified, misunderstood, mislabeled, and misplaced because of language differences, e) institutional
and structural discrimination in educational settings, f) the education related challenges culturally and
linguistically diverse families experience, and g) pedagogical benefits of bilingualism
INED 7760 Curriculum Development for Diverse Learners
Curriculum Development for Diverse Learners prepares teachers to develop curriculum and instruction that is
universal in design and based on best practices research in general education, Teaching Speakers of Other
Languages, and special education. The proposed curriculum model follows the precepts of universal design and
provides build-in adaptations to the lesson that reduce the amount of time needed to create individual
accommodations and modifications for students with disabilities and those who are linguistically and culturally
diverse. The “Big Ideas” addressed in this course include Curriculum Mapping, Backwards Design, SIOP,
Universal Design and Interdisciplinary Unit Development. Additional attention will be paid to the Georgia
Performance Standards as they continue to unfold from the Georgia Department of Education.
INED 7780 Collaborative Practices
This course is designed to assist candidates in orchestrating culturally responsive classrooms, particularly for
students with special needs and those who are culturally and linguistically diverse. The course focuses on
development of collaborative, communication and consultative skills necessary for working with families,
classroom teachers, related services practitioners, community resource personnel and others to facilitate
delivery of appropriate services for diverse students.
INED 7781 Cultural Issues for ESOL Teachers
This course is designed to develop a knowledge base about culture, its influence on learning and
teaching, and its role in intercultural classroom settings. In this course, prospective ESOL teachers
will examine major theories related to educating a culturally diverse student body, and teachers will
develop strategies for ensuring that ESOL students develop knowledge of mainstream culture as they
become proficient in English.
INED 7782 Applied Linguistics for ESOL Teachers
Principles of linguistic systems and their acquisition as they occur in first and second languages. Candidates
will explore the relationship of oral and written language, and become familiar with assessment techniques and
devices for evaluation of the development of English as an additional language.
INED 7783 Methods and Materials for Teaching ESOL
In this course, prospective ESOL teachers will develop skills in writing and adapting curricula, critiquing and
selecting materials, and applying strategies for teaching reading, writing, speaking and listening to speakers of
other languages. The course will also include assessment of linguistic proficiency and development.
INED 7784 ESOL Endorsement Practicum
This course is a supervised clinical experience for candidates pursuing an MAT, M.Ed., or Endorsement in
TESOL. Candidates will observe K-12 teachers working with English language learners, focusing upon delivery
models and teaching methodologies. Candidates will also engage in a supervised teaching experience where
they will demonstrate instructional competencies addressed in the Sheltered Observation Protocol Instrument.
(SIOP). If the candidate is employed, the supervised teaching experience may be conducted on-the-job. If not,
the site of the teaching experience must be organized through the Office of Field Experiences in the BCOE.
INED 7790 Documenting Professional Growth
This one-hour course provides support for candidates in developing and presenting their professional portfolio.
As part of the process, candidates will highlight pivotal KSU learning experiences, reflect on changes in
practice, integrate research and practice, and relate these to the growth of the students in P-12 settings.
Presentation must be completed at least three weeks prior to the date of graduation. Candidates who fail to meet
the time lines, may repeat the class.
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INED 7980 MAT TESOL Practicum
This field experience is designed to provide the candidate with the opportunity to apply and reflect on
concepts addressed in INED 7783, INED 7760 and INED 7780. Candidates are placed in appropriate
school settings where they carry out directed activities. Candidates spend approximately eighteen
hours per week in classrooms with ELLs. Proof of liability insurance is required. Includes seminar or
conference discussion of problems encountered and presentation of an approved study conducted
during the experience.
INED 7981 MAT TESOL Internship
This course is a full-time supervised teaching experience for candidates seeking the MAT in TESOL.
If the candidate is employed, the internship may be conducted on-the-job. If not, the internship site
must be organized through the Office of Field Experiences in the BCOE. Recommendation for
licensure will be made by the university supervisor. Proof of professional liability insurance is
required.
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
Course/Instructor Support Depth
Specific KSU faculty members who are prepared to teach in these M.Ed. programs are:
 Dr. Harriet Bessette, Assistant Professor
 Dr. Patricia Crawford, Assistant Professor
 Dr. Leigh Funk, Assistant Professor
 Dr. Judy Holzman, Professor
 Dr. Karen Harris, Assistant Professor
 Dr. Karen Kuhel, Assistant Professor
 Dr. Toni Strieker, Professor
 Dr. Deborah Wallace, Professor
Faculty Development
Faculty participate in a wide array of conferences and development activities. Both departments support faculty
for continued professional development and with equipment and with load reduction when it is either earned or
needed.
Faculty Research And Scholarship
Dr. Judy Holzman, Professor

Principal Investigator: U.S. Department of Education Grant (Office of Bilingual Education)
$198,000 (2001)

Principal Investigator: U.S. Department of Education Grant (Office of English Acquisition)
$804,000 (2002).

Presenter: Training Mainstream Teachers to Educate Limited English Proficient
Students, National Teaching English as a Second Language Conference,
Baltimore, Maryland. (in collaboration with Dr. David Johnson) March 2003.

Presenter: Developing and Delivering an on-site, on-line English as a Second Language
Endorsement Program, National Association of Bilingual Education,
Philadelphia, Pa. January, 2002.

Author: “Collaborative Models for Teaching Reading and Conversation,” with Dr. Rosa Bobia,
Reaching Through Teaching (1998)
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
Author: A review of Education for a Changing Spain, Journal of Educational Studies, Vol. 17,
Num, 4, Winter, 1986, p. 606-610.

Author: “The Works of Judith Ortiz Cofer and Ana Castillos, Hispanic Views of the United States
”in Together We Can Make a Difference, a book of selected proceedings of the National Hispanic
Culture Association, ed. Lemuel Berry, UMI, Ann Arbor, Michigan, 1997, p. 202-207.
Dr. Karen Harris, Assistant Professor

Principal Investigator: Prospective ESOL Teachers’ Beliefs about Teaching English Language Learners,
Kennesaw State University, Fall 2005.

Principal Investigator: Speech-Language Pathologists’ Professional Efficacy Beliefs about Assessing the
Language Skills of Bilingual/Bicultural/Bidialectal Students, Dissertation, University of South Florida,
Fall 2004, Faculty Advisors: Ann Cranston-Gingras, Ph.D; Anthony Onwuegbuzie, Ph.D.

Principal Investigator: Culturally Responsive Practices in the Context of Literacy Instruction, University
of South Florida, Fall 2002, Faculty Advisor: Albert Duchnowski, Ph.D.

Presenter: “ESOL/Special Education: A Collaborative Model” SINO Conference, Kennesaw, Georgia,
(October 7, 2005) (Co-Presenter)

Presenter: “Speech-Language Professional Efficacy Beliefs about Assessing the Language Skills of
Bilingual/Bicultural/Bidialectal Students” The Eighth Annual McKnight Graduate School
Conference, Tampa, Fl., (November 6, 2004) (Presenter)
Dr. Karen Kuhel, Assistant Professor

Bondy, E., Ross, D., Nowak, R., Sholar, Brownell, M., Hoppey ,D., Kuhel, K., McCallum, C., &
Stafford, L. (200) Personal epistemologies and learning to teach, Teacher Education and Special
Education.

Kuhel, K. (2005). Meaning Preservice Teachers Make of a Multicultural Field Experience Activity.
Doctoral dissertation in process, University of Florida, Gainesville.

Kuhel, K. & Ward, E. Teaching pragmatics in the ESL classroom. (1996, March). Paper presented at
the annual meeting of Teachers of Speakers of Other Languages, Chicago, IL.

Bondy, E., Ross, D., McCallum, C., Nowak, R., Sholar, A., Stafford L., & Kuhel, K. (2001,
October). Preparing preservice teachers to work with diverse learners through a unified general and
special education program: Challenges and lessons learned. Presentation at the annual meeting of the
Florida Association of Teacher Educators, Fort Lauderdale, FL.

Hancock, S., Hudson, R., Kuhel, K., & Nelson, M. A. (Contributors). (2001). Teachers and Learners
in Inclusive Schools: A collection of readings. Dubuque, IA: Kendall/Hunt Publishing.

Kuhel, K. Alternative methods of reading assessment for the EFL Classroom. (1997, October).
Workshop at the Heinemann/Brazil-Teachers of Speakers of Other Languages Seminar for English
as a Foreign Language Teachers, Recife, Pernambuco, Brazil.

Kuhel, K. (1996) What works: teaching pragmatics in the ESL classroom. WATESOL News, 26(3),
9.
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VII. Outstanding programs of this nature at other institutions
The Georgia Department of Education notes that it’s mission and vision is ensure “that English Language
Learners can achieve to high standards, in both English language proficiency and content mastery, as needed
to be successful at the postsecondary level and/or when entering the workforce. (GADOE website, retrieved
March 2, 2007, from http://www.glc.k12.ga.us/pandp/esol/Vision.htm). This vision is a reflection of
requirements in No Child Left Behind for teaching English language learners (ELLs). ELLs are now required
to meet the content standards of the their respective grade levels. The inclusive model of education, as
developed by special education, meets the needs of a variety of student learners without fragmenting
instruction and decreasing access to the general education curriculum. The inclusive model is preferred not
only because it provides access to the general education curriculum but it also fosters collaboration among
professional, with the focus on providing equitable opportunities to students who are culturally and
linguistically diverse and those with special needs (Roche, Shore, Gou7leta, & de Obaldia Butkevish, 2003).
Given this national trend, inclusive programs for ELLs have begun to emerge around the country. For
example in the southeast, the University of Florida at Gainesville offers unified (transdisciplinary) programs
through the School of Teaching and Learning that prepare all general education teachers to educate a
heterogeneous group of students in an inclusive classroom. These programs are characterized as unified
because courses are offered conjointly by general education, special education, counselor education, and
educational psychology. Students first obtain certification in general education, and then specialize in the
fifth year. The end result is that all preservice teachers who graduate with an M.Ed. in general or special
education also have ESOL endorsement.
XII. Accreditation
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating
the information proposed herein, have “traditional business subject” content delivered by faculty
or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
_____ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
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