Master of Education in English as a Second Language

The program helps you become a highly trained educator who is ready to meet the challenges of teaching students who are learning English as a second language.

Program Description

The Master of Arts in English as a Second Language is a 39-credit program that offers a rich combination of online learning, classroom practice, learning community sharing, research, analysis, and assessment to build teachers’ knowledge and skills to increase the achievement of students who are learning English as a second language. Online examples are provided to help teachers of every subject and grade level provide appropriate instruction to facilitate listening, speaking, reading, writing, and comprehension skills in the English language. The program is for teachers of pre-K to grade 12 ESL students.

The courses that make up the program curriculum are designed to prepare and strengthen the classroom teacher’s skills by providing the most current research-based and proven educational strategies and knowledge. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs, and classroom management provide a framework for how teachers can provide appropriate strategies and environments for all students. Other areas of focus are specific information and practice on methods of ESL; foundations of ESL; teaching of reading and writing; linguistics; and assessment for non-English proficient students. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective classroom for ESL students.


    Talk to an admissions counselor about your goals and transfer credits.

    *A 39-credit program that offers to build teachers’ knowledge and skills to increase the achievement of students who are learning English as a second language.

    Master’s Degree Admission Requirements

    1. Successful completion of a baccalaureate degree from an accredited college or university. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. Applicants submitting transcripts from non-US institutions may be required to have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency.

    2. English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
      • 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT)
      • 6.5 on the International English Language Test (IELTS)
      • 50 on the Pearson Test of English Academic Score Report
      • 100 on the Duolingo English Test
      • 55 on the 4-skill Michigan English Test (MET)
      • 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
      • A minimum score on the College Board Accuplacer ESL Exam Series as follows:
        • ESL Language Use: Score of 85
        • ESL Listening: Score of 80
        • ESL Reading: Score of 85
        • ESL Sentence Meaning: Score of 90
        • ESL Writeplacer: Score of 4
        • Comprehensive Score for all exams of 350
      • A minimum grade of Pre-1 on the Eiken English Proficiency Exam.
      • A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge.

    3. For degrees in Education, applicants must demonstrate access to classrooms – confirmation of classroom and connectivity attestation through either a signed form or declared via the Classroom and Connectivity Access Attestation section in the website admission form.
      • The Master of Arts in Elementary Education requires access to elementary classrooms.
      • The Master of Arts in Secondary Education requires access to secondary classrooms.
      • The Master of Education in Educational Administration prefers a record of at least two years of successful teaching experience and requires access to classrooms.
      • The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments.
      • The Master of Education in English as a Second Language requires access to classrooms with ESL students.

    4. Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.
    At the end of this program, students will be able to:
    • Demonstrate knowledge and skills to create and maintain a positive learning environment that will support and increase ESL students’ academic and language achievement.
    • Demonstrate comprehensive understanding and knowledge of the process and principles of curriculum design and assessment so they can effectively plan instructional and assessment strategies utilizing the four domains of language among all five language proficiency levels.
    • Develop the ability to collaborate with colleagues in meaningful ways about students and instructional strategies.
    • Analyze the national or state standards that are required and design instruction and instructional strategies that will enable ESL students to meet these standards.
    • Analyze the national or state standards that are required and design instruction and instructional strategies that will enable ESL students to meet these standards.
    • Demonstrate how to communicate effectively with multicultural parents and caregivers about the successes, needs and areas of improvement of all students.
    • Apply their research and analysis skills to design and complete a project that will provide insight on current research surrounding a topic involving ESL students.
    • Design and implement developmentally appropriate strategies that foster, nurture, and develop ESL skills in students that are within, and outside of, the normal range of child development.
    • Explain and critique the theories of English language development.
    • Be equipped with strategies to teach English as a Second Language (ESL) learners the ability to communicate information, ideas, and concepts necessary for academic success in all content areas such as, language arts, mathematics, science, and social studies
    • Incorporate the four language domains (Listening, Speaking, Reading, and Writing) in their curriculum, instruction, and assessment focusing on each of the five language proficiency levels Stages I-V.
    • Design and implement strategies to meet the special education needs of ESL students.
    • Explain the foundation of historical, philosophical, and theoretical education for English language learners in the US.
    • Demonstrate effective professional mentoring to other teachers as they implement ESL strategies in the classroom.
    • View and analyze the work of colleagues and interact with them about the strategies and other classroom matters relating to the ESL learner.
    • Participate in a mentored practicum that enables the ESL teachers to use all the skills of the program to mentor colleagues in online and onsite settings.
    • Apply research and analysis skills to design and complete a research project that provides insights on effective strategies for ESL students.
    • Explain and provide examples of the cultural, social, linguistic, and academic issues of ESL learners.
    • Explain and critique the theories of English language development.
    Program Learning Outcomes
    • Create ESL education instruction informed by research-based strategies integrated with the Power Strategies
    • Design ESL education curriculum, assessments, and resources to create a positive learning environment that supports and increases student achievement and develops skills in students according to their individual needs by addressing cultural, social, linguistic, and academic issues of ESL learners
    • Analyze educational research, current trends, requirements, standards, and practices required to design instructional strategies in English language development and education that enable students to meet learning goals and standards
    • Develop instructional and classroom strategies that promote global citizenship, acceptance of others, and lifelong learning
    • Communicate, verbally and in writing, effectively with multicultural parents and other caregivers about the students’ successes, needs, and areas of improvement


    Per Credit

    Master of Education in
    English as a Second Language


    EDC500 Power Strategies for Effective Teaching 3
    EDC510 Power Strategies for Classroom Assessment 3
    EDC520 Power Strategies for Improving Comprehension 3
    EDC540 Classroom Management 3
    EDC550 Child and Adolescent Development 3
    EDC570 Special Needs Students 3
    EDC564 Curriculum, Instruction, and Assessment in the ESL Classroom 3
    EDC535 Reading and Writing in the ESL Classroom 3
    EDC572 Foundations of ESL 3
    EDC573 Linguistics 3
    EDC610-1 Research Methods 2
    EDC610-2 Action Research 3
    EDC620 Mentored Practicum 4

    Academic Courses:(Required Core Courses in Instructional Strategies)


    EDC500 Power Strategies for Effective Teaching

    EDC510 Power Strategies for Classroom Assessment
    EDC520 Power Strategies for Improving Comprehension

    General Education Courses: (Required Core Courses)


    EDC540 Classroom Management

    EDC550 Child and Adolescent Development
    EDC570 Special Needs Students
    EDC572 Foundations of ESL
    EDC573 Linguistics
    EDC564 Curriculum, Instruction, and Assessment in the ESL Classroom
    EDC535 Reading and Writing

    Applied General Education Courses: (Required Core Courses)

    EDC610-1 Research Methods
    EDC610-2 Action Research
    EDC620 Mentored Practicum 


    All master’s level courses are $138.88 per credit


    The cost for a single 3-credit graduate level course is $416.64
    ($138.88 x 3)

    The total cost for a 39-credit master’s degree program is $5,591.32
    ($138.88 x 39 + $75.00 one-time application fee + $100 graduation fee) 


    Application Fee (one-time)
    Graduation Fee
    Official Transcript Fee
    Late Fee (On Monthly Payments)
    Reactivation Fee
    Returned Check Fee

    *Returning after 12-month or more absence

    Who Should Enroll

    The Master’s programs at Acacia University are open to professional educators, educational administrators, and other professionals who are interested in advancing their expertise in the field of education.  Whether you are a certified teacher or someone looking to deepen your knowledge and expand your career opportunities in primary or secondary education, you will benefit immeasurably from acquiring the skills and in-depth knowledge that will provide you with a superb springboard for advancing your career and for contributing to the betterment of society through learning.  Acacia is the premier global provider of that kind of education, with top-flight faculty and at a very affordable price. 

    Transfer Credits
    Acacia University recognizes the prior learning of admitted students by awarding credit for courses at the graduate level, completed at an accredited institution, and documented through official transcript when the credit is applicable to the student’s degree program at Acacia University. As many as Fifteen (15) credits may be transferred. Courses accepted for transfer credit must be relevant to the program of study, equivalent in both content and degree level, and not more than ten years old.
    If an applicant has earned a degree at another university, credits from that degree cannot be transferred or used for an additional degree at Acacia University.
    The acceptance of transfer credits between institutions lies within the discretion of the receiving college or university. Credits earned at other institutions may or may not be accepted by Acacia University. Likewise, credits earned at Acacia University may or may not be accepted by another institution depending upon its own programs, policies, and regulations. Students planning to complete credits for a graduate degree in another college, university, or graduate school are advised to contact the Admissions Office of such institution in advance of applying.

    Most Acacia courses require no textbook. For those courses that do require a textbook, it is the responsibility of the student to purchase or rent the textbook prior to the start of the course. Acacia does not sell or lease textbooks. Students may purchase or rent in any format (hardback, e-textbook, new, used, etc.) but must use the assigned edition. Prices at the time of the current student handbook publication are listed here, but are subject to change. Prices listed are from the publisher, however, students may purchase from any source.

    More Details

    Payment Policies

    Tuition and fees are payable at the time of registration for each course. Students will not receive official grade reports, transcripts, or be awarded a degree until all financial obligations have been met. Students who have outstanding financial obligations to Acacia University will not be permitted to register for future courses unless special arrangements have been approved through the Finance Office.

    Students may pay by check, money order, wire transfer, or credit card (Visa, MasterCard, American Express, and Discover). International students must pay with U.S. currency. Students whose employers will be invoiced for tuition shall submit a billing authorization form prior to the second week of class in lieu of course payment.

    Military tuition assistance (TA) students may be eligible for a deferral of tuition once their DA 2171 Form has been completed, authorized, and received by Acacia University.

    Veterans Affairs Educational Benefits
    In accordance with Title 38 US Code 3679(e), Acacia University adopts the following additional provisions for any students using the U.S. Department of Veterans Affairs (VA) Post-9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation & Employment (Ch. 31) benefits, while payment to the institution is pending from VA. Acacia University will not:

    • Prevent the student’s enrollment;
    • Assess a late penalty fee to the student;
    • Require the student to secure alternative or additional funding;
    • Deny the student access to any resources (access to classes, libraries, or other institutional resources) available to other students who have satisfied their tuition and fee bills to the institution.

    However, to qualify for this provision, such students may be required to:

    • Produce the VA Certificate of Eligibility (COE) by the first day of class;
    • Provide a written request to be certified;
    • Provide additional information needed to properly certify the enrollment as described in other institutional policies

    GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).

    * Disclosure notice to US students:

    Acacia University offers graduate degrees for educators to achieve their professional goals. Completion of a degree program in itself does not constitute having a professional credential. Professional certifications and licenses are governed by boards empowered via State laws and/or professional organizations and commissions. Therefore, Acacia programs are NOT a pathway to teacher licensures in the US.

    This information is provided per U.S. Federal Regulations, 34 CFR § 668.50 (2016 Rules), 34 CFR § 668.43 (2019 Rules), and in compliance with the State Authorization Reciprocity Agreement (SARA) Manual version 19.2. 

    Acacia University is an approved institution of the National Council for State Authorization Reciprocity Agreements (NC-SARA) which allows the university to provide distance learning programs and coursework to students located in states other than Arizona. NC-SARA approval does not grant reciprocity or exemption from state professional licensing requirements.

    Next Steps
    If you have explored the website and have other questions, visit the Handbooks and Policies page to download the Catalog and Student Handbook with detailed descriptions of each course in the program.
    We look forward to you joining Acacia University.

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