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TESOL Department
College of Education and Health Studies
Bridgewater State University
Publication Date: 11/2/2022
TESOL MAT Department Program Outcomes
Upon the completion of the program, students will be able to promote the learning and growth of culturally and linguistically diverse learners by…
1. Linguistic Awareness: Applying knowledge of language use and communicative competence, language variation, linguistics, language acquisition, and literacy development to plan instruction and assessment that will help culturally and linguistically diverse learners acquire academic language and literacies specific to various contexts (SMK a, b, TESOL 1).
2. Instructional Design and Delivery: Setting high expectations and providing high quality, standards-based instruction that uses evidence-based, student-centered practices and appropriate technology for teaching culturally and linguistically diverse learners, including learners in the process of acquiring the language of school. (PST 1 and 2, SMK b, c and h, TESOL 3)
a. Licensure – Standards-based instruction will be planned using the WIDA Framework for language and Massachusetts curriculum frameworks. Candidates will apply principles of English as a Second Language and sheltered content instruction.
b. Non-licensure – Standards-based instruction will be planned using standards relevant to the candidate’s future context. Candidates will apply principles of instructional models (e.g., English as a Second Language, English as a Foreign Language) relevant to their future context.
3. Assessment: Analyzing and interpreting varied assessments, designing and administering authentic and meaningful student assessments, and using individual student performance and growth data to provide students with constructive feedback on an on-going basis. Communicating results to other educators and families and continuously refining learning objectives and improving instruction. (PST 1, SMK c and e, TESOL 4)
4. Culturally Responsive Practice: Designing instructional practices that create a safe and effective classroom environment. Demonstrating cultural proficiency, including awareness of socio-cultural and socio-emotional considerations in teaching culturally and linguistically diverse learners. Recognizing how educators’ identities, cultures, and biases impact the interpretation of culturally and linguistically diverse learners’ strengths and needs. (PST 2, SMK d, TESOL 2)
5. Family and Community Partnerships: Effectively communicating and partnering with families, caregivers, community members, and organizations, cultivated through inquiry into the academic and personal characteristics of each learner as well as family circumstances and literacy practices to inform individualized instruction and assessment. (PST 3, SMK d, SMK i, TESOL 2)
a. Licensure – Candidates practice home-school communication and partnership in P-12 contexts
b. Non-licensure – Candidates practice communication and partnership relevant to their future contexts (e.g., communication with adult learners, community partnerships in varying international contexts)
6. Leadership and Advocacy: Engaging in self-assessment and reflection on one’s teaching practice and pursuit of professional development. Demonstrating culturally proficient, ethical, collaborative practice and knowledge of policies, legislation and the rights of students still acquiring the language of school. Advocating for culturally and linguistically diverse learners and their families. (PST 4, SMK f, TESOL 5).
a. Licensure – Candidates demonstrate knowledge of U.S. federal and Massachusetts state policies and legislation regarding students’ rights.
b. Non-licensure – Candidates demonstrate knowledge of policies and legislation relevant to their future contexts.
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