Description of the Program

A focus on how to best support the needs of students whose native language is not English, facilitate professional development and offer resources to teachers, students and families, and differentiate instruction and assessment for English language learners. Students in this program will be required to complete an internship which they may complete "on the job". Students will need to meet with the program's faculty advisor during their first semester to plan the internship.

Admission Requirements

  • Holds a minimum of a bachelor's degree;
  • Hold a teaching certificate in any area;
  • Pass the GRE/MAT requirements, OR have 3 years of successful teaching, OR 3.0 undergraduate cumulative GPA, OR other master's degree.

How to Apply


To be considered for admission to all subjects/concentrations of the Master’s of Education program, applicants must complete the following steps:

  1. Create your Charger Status account and submit the UAH graduate application for admission.
  2. Submit official college transcript to the UAH Graduate Admissions Office through an electronic delivery service. UAH Graduate Admissions accepts official transcripts from Parchment and Student Clearinghouse.
  3. Upload the following items directly to your application through Charger Status.
    • Personal Statement
    • Valid ALSDE Teaching Certificate (certificates from other states may be considered)
  4. Please note, a GRE or MAT score may be required upon the review of your application.

Degree Requirements

Core Courses = 4 courses (12 hours)

ED 530

Applied Multiculturalism

3 hours

Online

Through an examination of constructs such as race, ethnicity, social class, gender, sexual orientation, and religious affiliation, students will develop a theoretical understanding of the connections between identity, difference, power, and privilege and the role(s) schools (could/should) play in perpetuating or ending discriminatory practices. Furthermore and importantly, students will develop an understanding of the ways research in both the humanities and social sciences can be used to interpret, analyze, and critique multiculturalism.

ED 535

Introduction to Applied Educational Research

3 hours

Online

Introduction to the nature of research and its relationship to educational thought and practice. Primary focus will be on planning and executing research activities(i.e. action research, thesis development) in the diverse classroom and analyzing the collected data to improve instruction, educational performance and adding to the body of knowledge on educational practices.

ED 540

Advanced Cognitive Psychology

3 hours

Online

Designed to inform students about recent developments in Cognitive Psychology and their implications for teaching and learning. Students will leave ED 565 with a variety of “cognitive understandings” for use in differentiated classrooms.

ED 565

Introduction to Differentiated Instruction

3 hours

Online

Provides an introduction to the philosophy and practice of differentiation. Examines the elements, content, process, product, affect and learning environment, by which instruction can be differentiated to address the complex challenges of meeting the diverse learning needs of all students.

Concentration Courses = 6 courses (18 hours)

ESL 500

Policy and Practice in Educational Linguistics

3 hours

Online

In this course, we investigate the sociocultural and political contexts within which linguistically diverse students encounter language across the U.S. education system. We will interrogate assumptions about language learning and teaching. Key topics include promising practices in supporting language and identity, such as translanguaging, multimodality, and multilingualism in educational and community settings.

ESL 510

Language Use in Context

3 hours

Online

In this course, we study language systems in context. Phonetics, phonology, morphology, syntax, and semantics are the units of analysis as we consider variables that impact development and usage at individual and group levels. Comprehension and production of meaning across content domains are key elements of course assignments.

ESL 520

Instructional and Academic Language Across Content Domains

3 hours

Online

In this course, we investigate language usage through analysis of key structures, including the word, group, phrase, sentence and extended discourse. Following the systemic-functional framework, we will consider the design of instructional and academic language from a social semiotic perspective, highlighting the complex of options available for meaning making across multiple languages.

ED 635

Using Assessment to Guide Differentiated Instruction

3 hours

Online

The focus of this course would be to use a variety of norm-referenced, criterion-referenced and other assessment data to inform instruction for a diverse classroom within the RTi model. Students would learn to use formative and summative assessments to determine the type of strategies needed to teach content.

ESL 640

Instruction and Evaluation of Language Usage

3 hours

Online

This course provides the foundation for effective instruction of linguistically diverse students. We critique the theoretical underpinnings of historical and contemporary ESOL education as well as the selection of instructional materials, course design and lesson plans. Assignments include the design of pedagogically sound classroom instruction and lesson plans, as well as application of responsive, evidence-based evaluation methods.

ED 692

ESOL Internship

3 hours

Online

Requires demonstration of competence to teach ESOL in an internship of at least 300 clock hours which may be completed throughout the program.

Action Research Project = 1 course (3 hours)

ED 690

Master's Action Research Project

3 hours

Online

After the completion of the courses, advanced candidates will complete a summative action research project. Working with an individual faculty member, the action research will be planned, completed, and presented for the department.

Additional Information