M.Ed. in Literacy - Literacy Teacher for Culturally and Linguistically Diverse Populations

M.Ed. in Literacy - Literacy Teacher for Culturally and Linguistically Diverse Populations

The M.Ed. in Literacy for Culturally and Linguistically Diverse Populations is a 30-credit fully online synchronous program designed for experienced classroom teachers who wish to develop a strong foundation in teaching English to multilingual learners and the development of leadership skills. In this program you will be prepared to meet the needs of multilingual learners and assume leadership positions in your school. This program is designed for the certified teacher who wishes to be additionally certified by the Maryland State Department of Education as an ESOL Specialist based on and aligned to the TESOL International Association standards.

Program Overview

  • Illustration of a stack of books Credits: 30
  • Illustration of a calendar Class Duration: 8 weeks
  • Illustration of a computer with charts and graphs on the screen Delivery: 100% online
  • Illustration of an analog clock Format: Part-time
  • Illustration of a classical building with columns Next Admission Term: Fall 2023
  • Illustration of a graduation cap Time of Completion: 5 semesters

Program Requirements

Prerequisites

  • Bachelor’s degree
  • 3.0 GPA Cumulative
  • Certified as a teacher

Degree Requirements

  • Complete 30 credits of coursework
  • Maintain 3.0 QPA average
  • Take and pass PRAXIS II – ESOL #5362 with a passing score of 163 or higher

Candidates typically complete courses in the order listed below:

Literacy Core (18 credits)
RE 510 Foundations of Literacy Curriculum and Instruction  (3)
RE 520 Principles and Practices of Teaching Reading (3)
RE 603 Language, Literacy, and Culture (3)
RE 605 Principles and Practices of Teaching Writing (3)
RE 610 Disciplinary and Digital Literacies (3)
RE 737 Literacy Assessment I (3)
Teaching CLD Learners Track (12 credits)
RE 525 Reading and Writing in the Linguistically Diverse Classroom (3)
RE 602 Second Language Development: Theory and Practice (3)
RE 604 Methods for Teaching English to Speakers of Other Languages (3)
RE 606 Assessment in Bilingual and Second Language Education (3)

Program Advantages

  • We focus on literacy as a social justice issue and right for all people.
  • We develop reflexive practitioners who serve as curricular experts, advocates, and literacy leaders in their communities.
  • We offer rich field experiences supporting culturally and linguistically diverse students.

Completion Time

The program is designed to be completed in 5 semesters – taking two courses per semester. Students take one course each eight weeks consecutively on one night per week through four school year semesters (falls and springs) and one summer semester.

You have up to five years to complete the degree.

Program Outcomes

Upon completion of this program, students will be able to:

  1. Obtain a M.Ed. in Literacy Education
  2. Receive the Maryland State Department of Education (MSDE)  ESOL endorsement upon passing the ESOL English to Speakers of the Other Languages Praxis II #5362 exam.

Request information and apply

Ready to learn more?

Explore the following links or contact us at education@loyola.edu or 410-617-2990.

Meet Our Community

Pursuing Justice, Together

When students enroll in the undergraduate, graduate, and continuing education programs at Loyola’s School of Education, they are welcomed into a vibrant and diverse community of faculty, staff, students, and alumni who are engaged in ensuring an inclusive educational system that actualizes social justice.

Kelly Keane
Faculty

Kelly Keane, Ed.D.

“The education technology faculty at Loyola work hard to develop a sense of community in all of the courses, and this leads to great relationships between students and faculty as well as among all students in the program.”
Maria Hagen
Alumni

Maria Hagen

“The values of the Jesuits when it comes to education shapes Loyola’s program. It was a big influence on teaching candidates to respond to the individual student, to be driven by their needs.”
Ashley Conroy
Alumni

Ashley Conroy

“As human beings we are all very nuanced, and having an education system that only considers the mental and academic aspects of students is negligible; it isn’t profound. The fact that cura personalis is a core tenant of the Loyola School of Education really resonated with me.”
Mike McCourt
Alumni

Mike McCourt

“Jesuits have a solid reputation as educators. The other students in my cohort were amazing and made the intensity of this program a shared, instead of solitary, experience of growth and learning.”