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Master of Arts, Master of Education
MA, MEd in Teaching English as an Additional Language
| Method of delivery: In-person |
Applications open: October 1, 2024 |
Applications close: January 15, 2025 |
Next start date: September 2025 |
Designed for educators working with English as Additional Language learners this program provides students opportunities to advance their knowledge of theoretical, research and practical issues in teaching English language learners.
Designed for
Educators working with English as Additional Language (EAL) learners at any level in a variety of local and international educational settings. This program is well-suited for those already working with English language learners in school settings in BC, or those with experience teaching English as a second or foreign language in international contexts, as well as those with experience and interest in EAL education in settings like language institutes, colleges, immigrant/refugee settlement services and related organizations. Both domestic and international applicants are welcome. Most applicants will have a minimum of two years of full time teaching experience or equivalent related experience.
Program Structure
- Complete an MEd or ladder to an MA (with faculty approval)
- In-person classes typically at the Burnaby campus
- Designed for working professionals with classes held in the late afternoon/early evening
Intake Schedule
This program typically accepts applications annually.
Start Terms
Fall 2025
Program Design
Designed with working professionals in mind, courses are held in late afternoon/evenings. Courses address conceptual, methodological, and cultural issues in teaching and learning English as an additional language, and emphasizes a critical understanding of theory, research, and practice in the field of TEAL (also known in some contexts as TEFL, TESL, or TESOL). Students develop a strong foundation in second language acquisition, additional language teaching methods, and understanding sociocultural and identity concerns in English language teaching and learning in a globalized world.
As many students work full time can only take only one course per term, they are usually able to complete their MEd degree in six or seven terms. Full- time students may be able to complete the MEd program in four or five terms. MA students commonly take nine terms or more to complete their degree.
Courses
MEd and MA students complete:
EDUC 824-5 SEMINAR IN SECOND LANGUAGE TEACHING
Major trends in English as an additional language education theory and practice, current understandings of different aspects of language instruction and debatable issues prominent in teaching English as an additional language (TEAL) research.
EDUC 825-5 SECOND LANGUAGE LEARNING AND EDUCATION
A survey of major theories of Second Language Learning (SLL) to date, including the conceptualizations of language, learning and the learner, and their applications and implications in second/additional language teaching and learning in various contexts over time and today.
EDUC 856-5 SOCIOCULTURAL PERSPECTIVES ON EDUCATION AND IDENTITY
Course activities will be structured for participants to consider recent formulations of learners as agents as well as subjects of culturally constructed, socially imposed worlds. Participants will examine a number of ethnographic descriptions of the experiences of learners in a variety of communities, noting in particular their use of diverse mediations/tools, including language. Participants will consider these ideas in relation to their own educational communities and develop plans for research activity in those sites. Equivalent Courses: EDUC713
MEd students also complete three of:
EDUC 816-5 DEVELOPING EDUCATIONAL PROGRAMS AND PRACTICES FOR DIVERSE EDUCATIONAL SETTINGS
Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.
EDUC 820-5 CURRENT ISSUES IN CURRICULUM AND PEDAGOGY
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
EDUC 823-5 CURRICULUM AND INSTRUCTION IN AN INDIVIDUAL TEACHING SPECIALITY
An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.
EDUC 830-5 IMPLEMENTATION OF EDUCATION PROGRAMS
Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.
EDUC 833-5 SOCIAL AND MORAL PHILOSOPHY IN EDUCATION
An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.
EDUC 836-5 EQUITY ISSUES IN LANGUAGE, EDUCATION AND SOCIETY
Participants will critically examine how language intersects with nation-states, race, class, religion, gender, sexuality, and ability, among other social categories, to perpetuate multiple forms of inequality in various social institutions, such as mass media, home, school, church, workplace, and law and the judicial system. Participants will juxtapose academic articles with personal experiences and observations, as well as media representations and public discourses, to explore equity issues related to language in education and society in local, national and global contexts.
EDUC 854-5 TEACHERS AS AGENTS OF CHANGE
The narratives of teachers of minority and Anglo-European ancestry will provide insights into how teachers work within and beyond normative institutionally prescribed roles to define and implement positive social and educational changes for their students. Equivalent Courses: EDUC712
EDUC 855-5 MULTICULTURAL AND RACE RELATIONS EDUCATION: POLICY DEVELOPMENT AND PROGRAM IMPLEMENTATION
Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.
AND:
EDUC 883-5 COMPREHENSIVE EXAMINATION
The examination is graded on a satisfactory/unsatisfactory basis.
MA Students also complete one of:
EDUC 816-5 DEVELOPING EDUCATIONAL PROGRAMS AND PRACTICES FOR DIVERSE EDUCATIONAL SETTINGS
Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.
EDUC 820-5 CURRENT ISSUES IN CURRICULUM AND PEDAGOGY
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
EDUC 823-5 CURRICULUM AND INSTRUCTION IN AN INDIVIDUAL TEACHING SPECIALITY
An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.
EDUC 830-5 IMPLEMENTATION OF EDUCATION PROGRAMS
Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.
EDUC 833-5 SOCIAL AND MORAL PHILOSOPHY IN EDUCATION
An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.
EDUC 836-5 EQUITY ISSUES IN LANGUAGE, EDUCATION AND SOCIETY
Participants will critically examine how language intersects with nation-states, race, class, religion, gender, sexuality, and ability, among other social categories, to perpetuate multiple forms of inequality in various social institutions, such as mass media, home, school, church, workplace, and law and the judicial system. Participants will juxtapose academic articles with personal experiences and observations, as well as media representations and public discourses, to explore equity issues related to language in education and society in local, national and global contexts.
EDUC 854-5 TEACHERS AS AGENTS OF CHANGE
The narratives of teachers of minority and Anglo-European ancestry will provide insights into how teachers work within and beyond normative institutionally prescribed roles to define and implement positive social and educational changes for their students. Equivalent Courses: EDUC712
EDUC 855-5 MULTICULTURAL AND RACE RELATIONS EDUCATION: POLICY DEVELOPMENT AND PROGRAM IMPLEMENTATION
Theory, research, policy development and program implementation in multicultural and race relations education encompass a wide spectrum of areas of educational inquiry.
AND:
ONE RESEARCH METHODS COURSE
From available graduate education research courses.
EDUC 898-10 MA THESIS
The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms. Graded on a satisfactory/unsatisfactory basis.
Burnaby
Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.
Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.
Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.
Occupations
- Faculty members at universities and colleges
- Directors of instruction
- Teachers
- EAL educators
- Educational consultants and analysts
- Training and development specialists
- Researchers
Further Studies
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"Don’t wait for the perfect moment—create it! The journey through graduate school will challenge you, but the growth you experience will be transformative. If you’re truly passionate about education, dive in headfirst and don’t be afraid to dream big."
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"The Faculty of Education at SFU is a place of valuable learning environment for teachers being kept abreast of new trends in teaching, and I found that there were tremendous opportunities for advancement in education."
"When my administrator approached me about taking on the role of EAL coordinator, I wanted to get some training that would be relevant to my position in my context. When I looked at the SFU website about the M.Ed. TEAL program, it seemed that it would be a perfect fit for me. I could never have imagined how much I would grow personally and professionally before I started this program."
Lisa Olding, 2016 MEd Graduate
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