Teaching English as an Additional Language

For students admitted in 2020 and beyond.

Teaching English as an Additional Language is a program option within the Master of Education (MEd), Specialist route. Visit the Master of Education, Specialist Route page for complete MEd details including fees

The focus of the twelve-course MEd Specialist in TEAL Program is to prepare teachers for successful careers in Teaching English as an Additional Language. The MEd Specialist in TEAL Program is a practical, research-informed program designed for teachers working with students learning English as an additional language.

Program Goals:

  • Identify and critically evaluate the main theories of language learning and apply these theories in understanding language learners' development and learning processes;
  • Identify and describe various EAL teaching methodologies, and critically examine these methodologies for learners' interests, needs, and specific teaching contexts;
  • Describe and critically examine the processes of effective EAL curricula design;
  • Identify characteristics of good EAL materials development, assessment, outcomes, and tasks;
  • Describe and critically examine the principles of language assessment in a variety of EAL contexts;
  • Design a variety of tasks and materials to use as assessment tools in different EAL contexts;
  • Explore major L2 writing theories and characteristics of L2 writers and L2 texts;
  • Adapt and evaluate principles and strategies of teaching L2 writing in a variety of contexts;
  • Explore and analyse the theoretical rationale for CBI course design;
  • Identify and critically evaluate the merits of form-focused approaches to CBI in designing curricula;
  • Analyze the critical lenses and methodologies within the field of applied linguistics and their relevance to language learning and teaching;
  • Develop learning materials that incorporate insights from a subfield of applied linguistics, such as addressing pragmalinguistic and sociolinguistic failures in language use;
  • Explore and evaluate current technologies supporting language learning and teaching;
  • Analyse and apply sound philosophical and pedagogical rationales when designing technology-enhanced lessons for specific L2 teaching contexts.

Target Audience:

  • Educators who teach EAL learners integrated in typical classroom and school settings
  • Educators with an interest in teaching English as an additional language
  • School leaders in schools with diverse populations of students including EAL learners
  • Consultants or other professionals involved with TEAL

Year 1

EDER 669.11 Additional Language Learning
EDER 669.27 Applied Linguistics for Teachers

EDER 602 Program & Practice Evaluation
EDER 669.50 Language Teaching Methods

EDER 600 L02 (Winter 2022 #13606) Research Methodology in Education
EDER 669.20 L01 (Winter 2022 #11520) Evaluating and Designing EAL Curricula

Year 2

EDER 669.28 L02 (Summer 2022 - 1714) Assessing English Language Proficiency
EDER 669.29 L04 (Summer 2022 - 1724) Second Language Writing

EDER 669.21 L03 (Fall 2022 - 4741) Content Based Instruction
EDER 604 L01 (Fall 2022 - 4738) Collaboratory of Practice

EDER 669.30 L02 (Winter 2023 - 4731) Language Teaching and Technology
EDER 606 L01 (Winter 2022 - 4727) Writing Educational Research

Course Descriptions

Outlines are normally available 1-2 weeks prior to the start of term in D2L.

Course Delivery

All courses in this cohort will be offered fully online. These courses are held in both an asynchronous environment (D2L) and a synchronous (real-time) environment (Zoom) which allows instructors to virtually meet and talk with students and experience a live exchange of ideas, hear class presentations and do group work with access to a whiteboard. There are typically no more than 5 sessions over a 13-week term (Fall and Winter) and fewer over a 6-week term (Spring and Summer).

Additional information regarding online delivery

Online Delivery eLearning website.

3 units per course

EDER 669.11 Additional Language Learning

In this course, students examine the theoretical perspectives (e.g., critical, cognitive, psychological, sociocultural, linguistic, affective) and factors of language learning and the implications of theory and research in this area for the teaching and learning of English as an Additional Language. Students will learn how to support EALs with complex needs such as EAL plus SPED, long term EALs, EALs with Limited Formal Schooling.

EDER 669.27 Applied Linguistics for Teachers

In this course, students are introduced to how applied linguistics address language issues across a variety of educational contexts. The course focuses on several key areas in applied linguistics, including pragmatics, discourse analysis, and bilingualism, multilingualism, with particular emphasis on their implications for language learning and teaching.

EDER 602 Program & Practice Evaluation

Students in this course will have an opportunity to discover how to creatively establish, plan, and evaluate adult education programs that will positively affect their organization or community.

EDER 669.50 Language Teaching Methods

In this course, students are introduced to English as an Additional Language (EAL) teaching methodologies. Students will examine teaching methods vis-à-vis specific language skills (i.e., reading, writing, listening and speaking), to make connections between language learning theories and language skills development. The course considers methods in a variety of contexts and their relation to students learning in these contexts.

EDER 600 Research Methodology in Education

This first course in educational research methodologies provides the background necessary to make cogent decisions around the types of research questions that might be asked and the kinds of insights and answers particular methods can provide.

This introductory course is intended for graduate students in the first year of their cohort-based Master’s of Education programs. The course focuses on some of the issues and dilemmas that frame the context for contemporary research, and guides participants in a preliminary consideration of research strategies, questions and methods, for further study and application in the subsequent course EDER 692 Collaboratory of Practice. In relation to EDER 692 Collaboratory of Practice, this first course includes a discussion of action research in education as a pragmatic way to integrate various methods in one school based research project. Participants will also be encouraged to approach research articles and reports with a critical perspective and develop some skills and techniques for this kind of close reading.

EDER 669.20 Evaluating and Designing EAL Curricula

In this course, students create, develop, and evaluate English as an Additional Language (EAL) curricula for learners of all ages and abilities. Students will be exposed to a variety of frameworks and theories in teaching and learning EAL to inform their beliefs and practices regarding EAL curricula. Students will learn how to incorporate metalanguage into inquiry-based learning and how to differentiate learning for EALs within a whole class learning experience.

EDER 669.28 Assessing English Language Proficiency

In this course, students are introduced to a systematic approach to language assessment in English as an Additional Language (EAL) contexts. Students will analyze and evaluate assessments used/given in a variety of EAL contexts (e.g., TOEFL, IELTS, Alberta K-12 ESL Proficiency Benchmarks http://www.learnalberta.ca/content/eslapb/index.html). Having learned the principles of assessment in EAL, students will develop assessments appropriate for their own EAL teaching contexts or EAL contexts they are familiar with. 

EDER 669.29 Second Language Writing

In this course, students are introduced to the principles and strategies of teaching second language writing. The course will address such issues as characteristics of second language writers and common challenges they face, characteristics of L2 texts, genre, second language development and writing, grammar instruction/correction vis-à-vis L2 writing, culture and identity in L2 writing, and feedback and assessment practices.

EDER 669.21 Content Based Instruction (CBI)

In this course, students are introduced to Content Based Instruction (CBI). The course examines research-informed practices for teaching and learning in various CBI classrooms such as immersion, bilingual, EFL, and higher education.

EDER 604 Collaboratory of Practice

Collaboratories of Practice represent a fusion of two important developments in contemporary research: communities of practice and collaboratories. A collaboratory is a new networked organizational form involving structured experiences of authentic, real-world practice which serve as sources of active inquiry and professional learning. This course provides opportunities for individuals or groups to investigate real world problems and to devise or recommend pragmatic solutions suitable to their contexts.

EDER 669.30 Language Teaching and Technology

In this course, students will engage with current  technologies supporting language learning and teaching. The course focuses on critical practice when using technology for their specific contexts, and the pedagogical and practical implications of employing technology for language learning and teaching.

EDER 606 Writing Educational Research

This course will focus on examining and developing the skills associated with crafting an academic paper. Topics will also include genres and purposes of academic writing, and venues for presentation and publication.

Have Questions?

Graduate Program Administrator

Cheryl Ohly

Academic Program Coordinator

Dr. Subrata Bhowmik

Ready to Apply?

Applications are open November 1 - March 1. All students apply for admission through the Faculty of Graduate Studies. Please note that topics are offered yearly and subject to change.

Learn more about applying