KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:___MAT: TESOL
DEPARTMENT:__Inclusive Education
PROPOSED EFFECTIVE DATE: Summer 2009
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
Date
___ Approved ___ Not Approved
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Department Chair
Date
___ Approved ___ Not Approved
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College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
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GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate Collelge
Date
___ Approved ___ Not Approved
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Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
MAT TESOL
Kennesaw State University
November 19, 2008
Department of Inclusive Education
Bagwell College of Education
Proposed Start Date: Summer 2009
CIP:______
Title
Description
Date
Page 2 of 7
III Justification and Need Revision of the Program
Program changes to the MAT TESOL program are being requested for the following reasons:

Due to the reduction of the ESOL Endorsement from 4 to 3 courses (12 to 9 credit hours) and the
consolidation of coursework from INED 7784 (ESOL Endorsement Practicum) into INED 7783
(Methods and Materials for Teaching ESOL), INED 7784 will be eliminated from the MAT
TESOL Program of Study.

Due to admission and prerequisite changes in the Reading Endorsement, the following changes
will be made so that MAT TESOL candidates may continue to enroll in EDRD 7718 (Content
Area Reading). These changes will also make the candidates eligible to receive the Reading
Endorsement if they successfully complete EDRD 7719 (Reading Assessment and Instruction)
as their guided elective.
o All candidates will be required to take an undergraduate reading course either prior to
admittance or during the first semester of the program. The undergraduate course is a prerequisite for admission into the Reading Endorsement.
o EDRD 7715 (Theory and Pedagogy in the Study of Reading) will become a required course
in the MAT TESOL program of study because it is now a prerequisite for EDRD 7718.
Inclusion of this course will also result in a stronger focus on the teaching of reading in the
MAT TESOL program.
IV Procedures Used to Develop the Program
The TESOL Faculty Team in the Department of Inclusive Education has met on a weekly basis
starting in August 2008 to discuss all of the TESOL programs. The TESOL team has also consulted
with the Reading Endorsement faculty, TESOL clinical faculty, external partners, program
candidates, and the Inclusive Education Curriculum Committee to review potential program
changes.
V Curriculum: Degree Program Requirements
No changes will be made to the program requirements or catalog description.
Program Admission Requirements:
The following admission requirement will be added.
All candidates will be required to complete an undergraduate reading course either prior to
admittance or during the first semester of the MAT TESOL program.
Title
Description
Date
Page 3 of 7
Course Offering Schedule and Plan-of-Study
Summer I
EDUC 6100: Development, Psychology & Diversity
EDUC 6100L: Practicum
Undergraduate Reading course, if no reading courses on university/college transcripts
Fall I
INED 7781 Cultural Issues for ESOL Teachers
INED 7782 Applied Linguistics for ESOL Teachers
Spring I
INED 7783: Methods & Materials for Teaching ESOL
INED 7784: ESOL Endorsement Practicum
EDRD 7715 Theory & Pedagogy in the Study of Reading
Summer II
INED 7750: Language, Power and Pedagogy
INED 7741: Educational Research
Fall II
INED 7760: Curriculum Development for Diverse Learners
INED 7980: MAT TESOL Practicum
INED 7780: Collaborative Practices
Spring II
INED 7981: MAT TESOL Internship
INED 7731: Assessment of English Language Learners
Summer III
INED 7790: Documenting Professional Growth
EDRD 7718 Content Area Reading
Guided Elective (can be taken in any semester where fewer than 9 credits are taken)
If a candidate wants to receive the Reading Endorsement at the end of the program,
he/she must take EDRD 7719 as the guided elective.
Total
5
1
Prerequisite for
EDRD 7715
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
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 take 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 either EDRD 7719 or courses that will assist them in their teaching goals.
Options include the courses in reading, technology, a foreign language, literature, etc.
Course Descriptions
EDRD 7715 Theory and Pedagogy in the Study of Reading. 3-0-3.
Prerequisite: Admission to graduate studies in education.
An advanced study of the socio-psycholinguistic foundations of reading and writing. This course examines
theories of language development and reading acquisition. Candidates will study scientifically-based research in
the areas of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension and
motivation. This course also explores historical perspectives of reading and reading research and a wide range
of instructional practices and curriculum materials that meet the needs of diverse learners at all grade levels.
This course serves as the prerequisite for the other two courses in the Reading Endorsement.
Title
Description
Date
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EDRD 7718 Content Area Reading. 3-0-3.
Prerequisite: Admission to graduate studies in education and EDRD 7715 and EDRD 7717. Successful
completion of EDRD 7715
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. EDRD 7715 is the prerequisite for this course.
EDUC 6100 The Development, Psychology, and Diversity of the Learner 5-0-5
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 0-3-1
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 7750 Language, Power & Pedagogy in Education (TESOL only) 3-0-3
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,
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 7731 Assessment of English Language Learners (TESOL only) 3-0-3
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 3-0-3
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 7760 Curriculum Development for Diverse Learners 3-0-3
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,
Title
Description
Date
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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 3-0-3
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 Teacher 3-0-3
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 the ESOL Teacher 3-0-3
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 3-0-3
In this course, prospective ESOL teachers will develop skills in writing, adapting, and implementing curricula;
critiquing and selecting materials; and applying strategies for teaching reading, writing, speaking and listening
to speakers of other languages based upon English language proficiency levels and linguistic development.
This course also includes a supervised field experience for candidates. If the candidate is employed, the
practicum 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 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 3-0-3
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.
INED 7980 MAT TESOL Practicum 0-3-3
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 0-3-3
Prerequisite: Admission to M.Ed. or MAT TESOL programs. Completion of all other program requirements or
with approval of department chair.
Title
Description
Date
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This course constitutes a full-time supervised teaching experience for candidates seeking an M.Ed. or 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. This course may be repeated, if
competencies are not met.
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
Specific KSU faculty members who are prepared to teach in MAT program are:
 Dr. Karen Kuhel, Assistant Professor, INED
 Dr. Bernadette Musetti, Associate Professor, INED
 EECE and SMGE faculty (undergraduate prerequisite reading course and Reading Endorsement
courses)
 Two new INED faculty are to be hired by Fall 2009
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.
VII Outstanding programs of this nature at other institutions
Currently, this is the only initial certification for TESOL in the state of Georgia
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.
__X___ 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.
Title
Description
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