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Master of Arts in Teaching English to Speakers of Other Languages (On Campus)

Master of Arts in Teaching English to Speakers of Other Languages (On Campus)

“One of the best decisions I’ve ever made.”

—Melody Noll, SIT Alumna , Consultant and Teacher Trainer, Ameritalk

Study with the global leader in TESOL education. 

SIT has been a leader in the field of TESOL (also referred to as TEFL, TESL, ESL, or ELT) education for more than 40 years. Employers look for teachers who have been trained at SIT.
 
SIT’s Master of Arts in TESOL program stresses the practical applications of learning and effective teaching. Learning is balanced in the domains of knowledge, skills, attitude, and awareness in the context of language.
 
As a student in the program, you can expect to:

  • Acquire the theoretical knowledge and professional competencies essential for effective language teaching
  • Gain practical tools through a meaningful, supervised teaching experience
  • Develop a disciplined reflective practice
  • Benefit from the experiences, perspectives, and feedback of faculty and fellow students
  • Situate your work in a global context

Teach with a purpose. SIT students learn to teach language for communication, self-expression, social change, advocacy, employment, education, and empowerment. SIT graduates are working around the world for increased peace and social justice through their language teaching.
 
Join the SIT/World Learning global network. Through SIT’s TESOL program, students deepen their experience and build their résumés with internship placements in diverse communities. Graduates advance their careers by building connections worldwide through the SIT/World Learning network.

On-Campus Coursework
Two Terms (6 months)
(23-25 credits)
Teaching Internship
(2 months)
(6 credits)
Teaching Portfolio
(3 credits)
Fall Term: September–December
Spring Term: March–May
 
Two months teaching under supervision in either the US or abroad Final paper and presentation on campus
  • Core Coursework (23 credits)
    From September to December, students take a set of core courses on the SIT campus to gain theoretical knowledge and practical tools while preparing for their teaching internship.

    Students return to campus from March until May to delve more deeply into new material in applied linguistics, methodology, and curriculum design, drawing upon their experiences and insights from the field. Students benefit from the teaching experiences and perspectives of their peers.

    Required coursework:
    • Approaches to Teaching Second Languages – 3 credits
    • Language Analysis for Lesson Planning – 3 credits
    • Second-Language Acquisition – 3 credits
    • Teaching the Four Skills – 3 credits
    • Group Dynamics – 1 credit
    • English Applied Linguistics – 3 credits
    • Curriculum Design and Assessment – 3 credits
    • Intercultural Communication for Language Teachers – 3 credits
    • Sandanona Conference Presentation – 1 credit
  • Electives (2 credits maximum)
    Sample electives from recent years:
    • Computer-Assisted Language Learning
    • Sociolinguistics
    • Becoming a Teacher Educator
    • Teaching Young Learners
    • Independent Study
  • Supervised Teaching Internship (6 credits)
    During the months of January and February, students complete a teaching internship in either the US or abroad. Students test out the theories, tools, and perspectives acquired during the first term while receiving critical feedback necessary for continued professional development from faculty supervisors.
  • Teaching Portfolio (3 credits)
    At the end of the program, each student compiles a professional portfolio that consists of a collection of documents and written reflections. The portfolio will demonstrate that the student has achieved professional competencies as set forth by the MA in TESOL program. Students may petition to complete an individual thesis project in lieu of the teaching portfolio if their job or career context requires this. Review past Independent Professional Projects.

Degree Requirements
Students have five years from the time they enter the program to complete all degree requirements. (For any student who, because of special circum­stances, studies part-time during two consecutive on-campus academic years, the program entry date is calculated from the beginning of their second on-campus year.) A student who does not complete all degree requirements within five years of the entry date will be withdrawn from the program. A student with extenuating circumstances must apply to the dean of the program for an extension.

View the current academic calendar.

Apply the knowledge and skills you acquire in the classroom while engaged in a supervised teaching internship.

teaching internshipFollowing the first-term coursework phase, students complete a six- to eight-week supervised teaching internship. Students apply to their top-choice internship sites from a range of diverse settings in the US and abroad. Options typically include working with refugees; immigrants; elementary, high school, or college students; or teaching other teachers.
 
The internship allows students to practice the skills, knowledge, and awareness acquired during the first-term coursework phase. Students remain engaged with faculty and other students and receive course credit for documenting the integration of their knowledge and skills teaching in a professional context.
 
Recent teaching internship sites have included:
United States

  • International Institution of Boston (Boston, Massachusetts)
  • The Welcome Project (Somerville, Massachusetts)
  • The Winchendon School (Winchendon, Massachusetts)
  • Lutheran Social Services (Concord, New Hampshire)
  • University of Connecticut American English Language Institute (UCAELI) (Storrs, Connecticut)
  • Jewish Family Services (Springfield, Massachusetts)

International

  • American Language Center (Kenitra, Morocco)
  • World Education (Mae Sot, Thailand)
  • Centro Espiral Mana (Costa Rica)
  • Memel School (South Africa)
  • Szko?a z Charakterem (Poland)

alumniThe program prepares professionals to:

  • Design courses and training modules
  • Develop curriculum to meet their students’ learning needs
  • Engage with students and colleagues in intercultural settings

Graduates are prepared to work with children and adults in universities, private high schools, nonprofits and NGOs, government agencies, and the private sector, in the US or internationally.
 
SIT has been a leader in the field of TESOL education for more than 40 years. Employers look for teachers who have been trained at SIT. Graduates have access to World Learning’s international network of educators.

Recent alumni positions include:

  • Visiting Professor, Korea Advanced Institute of Science and Technology, South Korea
  • ESOL Professor, Dulwich College, Suzhou, China
  • Professor of Intensive English, Kansai Gaidai University, Japan
  • English Language Fellow, U.S. Department of State and Georgetown University Center for Intercultural Education and Development, USA
  • English Teacher, Universal American School, Kuwait
  • U.S. Department of State English Language Officer, Russia
 
Susan Barduhn
Susan Barduhn

Professor and Chair
Teaching English to Speakers of Other Languages (On Campus)
Teaching English to Speakers of Other Languages (Low Residency)

PhD, Thames Valley University, UK
MAT, School for International Training
BA, University of Washington

Susan Barduhn holds a doctorate in English language teaching. In 2003, she joined SIT Graduate Institute, where she has directed the summer MA in TESOL program and now directs the low-residency MA in TESOL program, teaches in the MA in TESOL program, and supervises student teachers all over the world. 

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Steven Iams
Steven Iams

Assistant Professor
Teaching English to Speakers of Other Languages

MA, SIT Graduate Institute
BA, University of Virginia

Steve Iams is originally from Columbus, Ohio, and has spent the past several years at Ohio State University as a PhD student in foreign, second, and multi­lingual language education. 

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Leslie Turpin
Leslie Turpin

Associate Professor
Teaching English to Speakers of Other Languages

PhD, California Institute for Integral Studies
MAT, School for International Training

After teacher-training in refugee camps in Thailand, Leslie began teaching in SIT’s MA in teaching programs in 1989. Her interests include refugee adjustment, cultural identity and memory, cultural and linguistic revitalization, reflective practice, classroom inquiry, teaching practice, literacy non-formal education, and teaching supervision.

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Elka Todeva
Elka Todeva

Professor
Teaching English to Speakers of Other Languages

PhD, MA, University of Sofia, Bulgaria

Elka Todeva holds a doctorate in English applied linguistics and a master’s degree in British and American literature, English linguistics, and simultaneous interpretation. At SIT Graduate Institute since 1993, she teaches and does research in the areas of second language acquisition, English applied linguistics, critical pedagogy, language analysis, multilingualism, teacher cognition, and ecological approaches to teaching.

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Elizabeth Tannenbaum
Elizabeth Tannenbaum

Associate Professor
Teaching English to Speakers of Other Languages

MAT, School for International Training
BA, Mount Holyoke College
Certificate in Nonformal Education, University of the South Pacific
Certificate in Conflict Transformation Across Cultures (CONTACT), SIT Graduate Institute

A member of SIT Graduate Institute's faculty since 1987, Elizabeth Tannenbaum teaches courses in methodology and applied linguistics, with a special interest in teaching large classes with limited resources, self-directed language learning, and adult literacy.

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Alex Silverman
Alex Silverman

Associate Professor and Chair
Teaching English to Speakers of Other Languages

MA, Indiana University
BA, Antioch College

Alex Silverman holds master’s degrees in Slavic and French linguistics. A faculty member of SIT Graduate Institute since 1974, he serves as a supervisor and teaches in the areas of general linguistics, methodology, culture, sociolinguistics, and English language and linguistics. 

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Sean Conley
Sean Conley

Adjunct Faculty
Teaching English to Speakers of Other Languages

MAT, School for International Training
BA, Warner Pacific College, Oregon

Sean Conley holds a BA cum laude in English literature and an MA in teaching from SIT. He also holds a TESOL certificate, and earned a postgraduate certificate in conflict transformation from SIT’s Intercultural Service, Leadership, and Management program, in which he also taught. In 2010, Sean was appointed associate dean of the Marlboro College Graduate School.

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Ray Clark
Ray Clark

Adjunct Faculty
Teaching English to Speakers of Other Languages

MA, Brown University 
BA, University of New Hampshire

Ray Clark has been involved in the world of language teaching and learning since 1963 when he was immersed in TEFL training at the University of California, Los Angeles as a Peace Corps Volunteer for Nigeria. 

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Paul LeVasseur
Paul LeVasseur

Adjunct Professor
Intercultural Service, Leadership, and Management
Teaching English to Speakers of Other Languages

MAT, School for International Training
BA, St. Michael’s College

Paul LeVasseur has been a member of SIT Graduate Institute faculty since 1990. He teaches Intercultural Communication, Social Change, Organizational Behavior, Literacy in the ESL Classroom, Teaching the Four Skills, Curriculum Design and Assessment, Way of Council, and Leadership, Community, and Coalition Building.

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Beth Neher
Beth Neher

Faculty
Teaching English to Speakers of Other Languages

MSC, University of Edinburgh

Beth Neher has been an educator for over 35 years, working with graduate, undergraduate, and EFL/ESL students aged 16+. Her teaching has involved both direct classroom delivery and blended and fully online courses in private language schools and universities in the US and abroad.

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To be considered for admission to the MA in TESOL program, an applicant must meet the following criteria:

  • US bachelor's degree or an equivalent that demonstrates academic ability
  • Demonstrated English language ability (see details below)
  • Intercultural and professional experience
  • Demonstrated ability to use experience as a source of learning

English Language Ability
Applicants whose first language is not English and who did not attend an undergraduate institution at which the language of instruction was English must take either the TOEFL (Test of English as a Foreign Language) or the IELTS (International English Language Testing System).

  • Applicants taking the TOEFL must receive a minimum score of 550 on the paper-based test or 213 on the computer-based test.
  • For the new Internet-based Test of English as a Foreign Language (TOEFL iBT), SIT's operational standard for admission for applicants whose first language is not English and who did not attend an undergraduate institution at which the language of instruction was English is a minimum total score of 79. This includes section scores of at least 24 on the writing section and 23 on the speaking section. These section scores should be considered guidelines for recommended minimum scores on the new TOEFL exam.
  • Applicants taking the IELTS must receive a score of Band 6.0 or higher.

These scores are considered the minimum proficiency needed to undertake graduate-level work. Scores must be dated within two years of the start date of your academic program at SIT.
 
SIT Graduate Institute’s Selection Process
Our admissions staff work one-on-one with every applicant to facilitate a highly informed and multidimensional admissions experience: applicants are encouraged to attend an open house, talk with SIT faculty and staff, and hear from current students and alumni. As applicants become familiar with the attributes of an SIT education — grounded in the experiential learning model and focused on social justice and leadership skills in intercultural environments — they determine for themselves in what ways SIT can help them meet their educational and career objectives.

Direct Costs

Tuition and Fees

  Fall Spring Portfolio Term
Tuition $15,630 $15,630 $2,050
Fees $785 $785  

MA in TESOL degree total tuition and fees (all terms combined): $34,880

Indirect Costs*

Books and Personal Expenses

  Fall Spring Portfolio Term
Books $400 $400 $400
Personal Expenses $1,350 $1,350 $900

Housing and Transportation Costs

  Fall Spring Portfolio Term
On-Campus Room and Board $4,420 $3,650 N/A
Off-Campus Room and Board* $5,175 $5,175 $5,175
Transportation Costs for On-Campus Students $600 $600 N/A
Transportation Costs for Off-Campus Students $1,125 $1,125 $1,125

* Note: SIT estimates the costs to students for transportation, personal/miscellaneous expenses, and off-campus housing/food. Individual expenses may vary. Off-campus housing and transportation costs are based on student survey data; individual costs will vary depending on a variety of factors including type of housing and location of practicum.

Additional Costs

Field Study Courses: Costs range from $1,975 to $4,545. See details on the locations, schedule, and costs of individual field courses.

Portfolio Term: Travel, housing, and other costs associated with the reflective practice phase vary depending on location.

Health Insurance: Health insurance costs vary by student, and are based on a variety of factors including place of residence, income, age, and policy type.

Estimated Student Loan Fees: $800

Estimated fees are based on the average amount borrowed by SIT Graduate Institute students. See details on student loan options.

Billing

Direct costs and on-campus room and board are billed by SIT Graduate Institute. Indirect, off-campus housing costs, transportation expenses, and additional costs are not billed by SIT, but represent educational expenses associated with being an enrolled student.

Reservation of Rights

SIT Graduate Institute reserves the right to alter, without notice, its policies and fees.

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