COURSE CURRICULUM

The MA TESOL program at The University of Alabama is structured to provide students with two distinct pathways toward the degree, allowing flexibility based on academic and professional goals. In Plan I (Thesis option), students complete a combination of core coursework in areas such as modern English grammar, second language development, applied linguistics, teaching methodology, and descriptive linguistics, along with additional elective courses approved by the program coordinator. This pathway includes 6 credit hours of thesis research under faculty supervision, enabling students to conduct original research in fields such as language acquisition, pedagogy, assessment, or linguistics, while developing advanced analytical and scholarly writing skills. In contrast, Plan II (Non-Thesis option) replaces the thesis requirement with a comprehensive examination typically administered in the final stages of the program, covering major areas including second language acquisition, linguistics, and language teaching methodology. Both pathways emphasize a strong foundation in linguistic theory and practical teaching strategies, ensuring that graduates are well-prepared for professional roles in ESL/EFL instruction, curriculum development, and language program administration. Elective coursework in both plans allows students to tailor their studies to specialized interests such as classroom discourse analysis, language policy, multicultural education, educational psychology, psychometrics, bilingualism, and technology-enhanced language learning. The program also integrates interdisciplinary perspectives through courses from related fields such as anthropology, education, and communication studies, strengthening students’ understanding of language in social and cultural contexts. In addition, students must fulfill a language proficiency requirement in a second language, demonstrating either prior academic study, advanced coursework, or examination-based competency, which reinforces the program’s global and multilingual orientation. Graduate teaching assistants who serve as instructors are also required to complete preparatory orientation training. Overall, both Plan I and Plan II pathways are designed to develop highly skilled, reflective, and research-informed TESOL professionals capable of working effectively in diverse educational environments worldwide while contributing to the broader field of applied linguistics and language education.