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  1. Programs
  3. Master of Arts in Education: English as a Second Language

Master of Arts in Education: English as a Second Language

University of Alabama at Birmingham

Master's DegreeAcademicCIP: 13.1401

Become a contributor for free to openly demonstrate student outcomes, industry alignment & eligibility criteria.

The M.A.Ed in English as a Second Language degree for the fifth year alternative program requires a minimum of 37- 40 hours for the concentration in ESL and 52 - 55 hours for the concentrations in ESL/ Spanish and ESL/French. To successfully complete the program, the minimum required GPA is 3.25.

Credits

15 credits

Format

In-Person

Eligibility Calculator

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Program Pathways

Credentials this program stacks toward

No program pathways.

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Program Details

Detailed information about this program

No detailed information available.

Requirements

What you need to earn this credential

No requirements listed.

Financial Aid

Eligible funding programs

No funding information available.

Scholarships

No scholarships listed.

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Locations

Where this program is offered

  • Alabama

    Alabama

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Related Programs

Programs related to this one

No related programs.

Skills & Competencies

Skills developed through this program

Auto-populated·from O*NET via SOC 25-3011.00

Skills

InstructingActive ListeningSpeakingLearning StrategiesMonitoringSocial PerceptivenessReading ComprehensionWritingCritical ThinkingCoordinationActive Learning

Knowledge

English LanguageEducation and TrainingCustomer and Personal ServicePsychologyMathematicsAdministrativeComputers and ElectronicsPhilosophy and TheologyPublic Safety and Security

Abilities

Oral ExpressionWritten ComprehensionOral ComprehensionSpeech ClaritySpeech RecognitionProblem SensitivityDeductive ReasoningWritten ExpressionFluency of IdeasNear VisionInductive ReasoningInformation OrderingOriginality

Tasks

  • Observe and evaluate students' work to determine progress and make suggestions for improvement.
  • Observe students to determine qualifications, limitations, abilities, interests, and other individua
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to
  • Prepare students for later grades by encouraging them to explore learning opportunities and to perse
  • Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English,
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Prepare materials and classrooms for class activities.
  • Observe and evaluate students' performance, behavior, social development, and physical health.
  • Instruct students individually and in groups, using teaching methods such as lectures, discussions,
  • Establish and enforce rules for behavior and procedures for maintaining order among the students.
  • Guide and counsel students with adjustment or academic problems or with special academic interests.
  • Establish and enforce rules for behavior and policies and procedures to maintain order among student
  • Prepare children for later grades by encouraging them to explore learning opportunities and to perse
  • Instruct students individually and in groups, adapting teaching methods to meet students' varying ne
  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and socia
  • Establish and enforce rules for behavior and procedures for maintaining order.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.

Technology

Computer based training softwareDesktop communications softwareElectronic mail softwareData base user interface and query softwareMulti-media educational softwareVideo creation and editing softwareGraphics or photo imaging softwareWeb page creation and editing softwareDevelopment environment softwareAnalytical or scientific softwareOperating system softwareSpreadsheet softwareOffice suite softwareProject management software

Tools

Computer data input scannersDesktop computersDigital video camerasDigital video disk DVD playersInteractive whiteboardsLaptop computersLiquid crystal display LCD projectorsOverhead data projectorsPersonal computersSound systemsTablet computersTelevision monitorsVideo cassette recorders VCRVideoconferencing equipmentWireless presentersBunsen burnersComputer laser printersDissection scalpelsDocument camerasGlass beakersLaboratory heating platesMultimedia projection equipmentOptical compound microscopesPencil compassesAudiotape playersCompact digital camerasCompact disk CD playersEducational board gamesHandheld calculatorsIntercom systems

Work Values

RelationshipsAchievementIndependenceWorking ConditionsRecognitionSupport
Career Pathways

Occupations this program prepares you for

  • Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors25-3011.00
  • Secondary School Teachers, Except Special and Career/Technical Education25-2031.00
  • Middle School Teachers, Except Special and Career/Technical Education25-2022.00
  • Elementary School Teachers, Except Special Education25-2021.00
  • Kindergarten Teachers, Except Special Education25-2012.00
  • Preschool Teachers, Except Special Education25-2011.00
What You'll Learn

Key competencies developed through this program

Auto-populated·from NSX Competency Framework

Mastery: advanced (Level 4)(based on Master's Degree)

  • Instructional vision and standards — establish program-wide pedagogical direction for ABE, GED, and ESL tracks, aligning curriculum frameworks to state and federal adult education mandates.
  • Emerging instructors — mentor and evaluate systematically, designing onboarding experiences and ongoing coaching structures that build departmental teaching capacity across an adult education organization.
  • Curriculum architecture — lead the design and periodic revision of scope-and-sequence documents, ensuring vertical alignment and rigor across all program levels and modalities.
  • Complex institutional challenges — resolve by applying advanced judgment, negotiating across stakeholder groups, and modeling adaptive leadership within a large adult education or workforce development system.
  • Professional learning community — cultivate among instructional staff by facilitating collaborative inquiry cycles, peer observation protocols, and data-driven reflection sessions at the organizational level.
  • Strategic technology adoption — evaluate, advocate for, and oversee implementation of enterprise-level educational software and learning management systems that serve diverse adult learner populations at scale.
  • Equity and access frameworks — champion by developing policies and instructional support structures that reduce systemic barriers for historically underserved adult learners across program sites.
  • External partnerships — negotiate and manage with community colleges, workforce agencies, and social services to create articulated pathways that extend learner opportunity beyond the immediate program.
  • Organizational performance — monitor through multi-metric accountability systems, translating program-wide outcome data into strategic recommendations for administrators, funders, and policy stakeholders.
  • Field-level knowledge — contribute to by presenting research-informed practices at professional conferences, authoring program evaluation reports, and shaping regional adult education policy conversations.

Some details on this page are auto-populated from public workforce data sources: O*NET (opens in new tab), BLS (opens in new tab), College Scorecard (opens in new tab), DOL Training Provider Results (opens in new tab), NSX (opens in new tab). Provided in partnership with LER.me Career Intelligence.

Student Outcomes

Performance metrics for this program

Completion Rate
Not reported
Placement Rate
Not reported