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English and tesol personal statement example.

Working abroad as an English Teaching Assistant has ignited a passion for English I never knew existed. Seeing how powerful the English language is, being able to convey thoughts, makes me want to enhance my knowledge of English. The additional TESOL qualification moulds a course that is perfect for my ambition; to be able to teach English to those who requires the full understanding of the language.

I feel ready to immerse myself into a higher level of English and the high work load that the course requires, which I have steadily been preparing for. In my own time I have started to read more books, such as, Beginning Theory: An Introduction to Literary and Cultural Theory’ by Peter Barry and authors such as Alex Garland and D.H Lawrence, whose novels are fascinating. Exploring these different writing styles motivates me to learn about others. During my time at university, I will acquire new and refine existing skills. This includes: how to critically examine diverse forms of communication, improve my writing skills to create meaning between the lines and better my critical thinking skills. Learning these skills will be indispensable for all potential occupations.

I was eager to gain some experience working in a different country so I went to Spain. I worked as an English Teaching Assistant, which forms part of my motivation to study the TESOL part of the course. One activity we planned was to set-up a market in the local town, where children ran their own stalls and sold items they made. This activity improved the children’s team-working skills and gave them an opportunity to use English in a practical way. Subsequently the children improved their ability to form questions, as they could do this quicker than before. As the year came to an end, I was teaching classes by myself and helping teachers with their English. I observed teachers and became aware of the fact that teachers need to have premeditated lesson plans, have excellent time management skills, adaptability and always thrive to improve themselves and their student's. I will be looking to enhance these skills during my time at University.

During my time in Spain I learnt Spanish. This improved my overall communication because I had to consciously think about sentence structure which improved my awareness of how to say things in English. The experience of learning Spanish has taught me that education is the way forward and that I must develop my knowledge further.

I have pursued my interest in Lacrosse, through discovering the game at eighteen to playing against the Spanish national team; this shows my commitment and self-confidence. To play in front of a crowd you need the commitment to train and push yourself to play at higher levels and then the confidence to showcase your skills in a pressured environment. It takes hours of practicing shooting in your back garden to score goals in a match. These skills are necessary to succeed at University.

Between the ages of fifteen to eighteen, I volunteered in the ‘Sporting Chances’ project. This was aimed at giving younger children extra-curriculum activities, which were mainly, but not limited to, football and basketball. In this role I assisted and led football drills and matches. This shows initiative and also provided me with an opportunity to serve my community. I like to travel and experience new cultures. In June I will walk ‘Camino de Santiago’, a 484 mile trek which starts in Southwestern France and ends in Northwestern Spain, next to the Atlantic Ocean. This shows my love of travelling, my independence and organisational skills.

I await this demanding degree course that will challenge me to the edge of my capabilities and I hope that the desire for who I can become, outweighs any negatives that may stand in my way. I believe that the previous two years out of education, coupled with my Foundation year, makes me confident that I possess the skills and commitment to succeed at University.

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I was contacted by the Universities saying that my personal statement was impressive, i hope it'll be useful for others who are looking to apply to Uni! Good luck :)

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How To Write A Personal Statement For Masters (17 PDF Sample Examples)

Published: 14 Mar 2022 Study Abroad 107,995 views

A personal statement for masters program is one of the most important parts of your college application and writing a good one is what’s the exception between receiving an offer and being rejected.

If you’ve been tasked with presenting a personal statement, you should keep in mind that whatever you submit must put you forward as the right candidate for the course. Additionally, it should convince the admissions officers that you deserve a place on your program of study.

Achieving the above, is a skill most postgraduate students are yet to acquire but thankfully this article on How To Write A Personal Statement For Masters covers everything you need to know on doing this.

In this article you’ll learn:

• What is a personal statement?
• Tips for making your personal statement for masters stand out
• How to write a personal statement for masters
• Personal statement for masters sample
• Examples of personal statement for masters
• Conclusion – things to avoid when writing a personal statement for masters

Read:  Admission Interview Tips .

What Is a Personal Statement?

A personal statement AKA admissions or application essay or statement of purpose is a type of essay or written statement a candidate presents to a college, university, or graduate school they are applying to, explaining why they want to attend that school, study a particular course, and why they would be a perfect fit for these things.

A personal statement for masters is an essay you submit specifically for your postgraduate application. Writing one presents the opportunity for you to promote yourself to a school and show the admissions teachers that you are the perfect candidate for a course.

Tips For Making Your Personal Statement For Masters Stand Out

Before we get into how you should write a statement of purpose for masters, we would first like to share with you certain tips to include in your essay to make it stand out from that of other applicants and be convincing enough to any admissions officer that reads it. The tips we have mentioned here, cover general things like starting and ending your personal statement, timing, length, and what to include and what not to include in the essay, etc.

1. Starting And Ending A Personal Statement

When starting a personal statement, you would want to right off the bat grab the reader’s attention. To do this, start the statement by writing about your degree of choice, next why you want to study it and then how you got interested in it.

The next 2 sentences after that should cover a summary of your background in the chosen field, and you conclude by saying what you plan to do once you acquire your graduate degree.

Also start with that the evaluators reading want to hear first, then every other information should come second. You will notice we’ve used in the sop examples for masters we will share with you later in this article.

2. Plan Ahead

A personal statement is not something you rush while writing, which means if you want to get something good before you application then you must start to decide things like the length and how long it should take to complete.

Let us throw more light on this…

For length, a personal statement should be brief ranging somewhere between 500 -700 words, although schools often detect how long it should be. So, this is dependent on the institution you are applying to.

In terms of what to say in a statement, you could include personal experiences like why you were driven to apply for the program, an experience you had with a scholar in your chosen discipline, a course you took that inspired you to pursue masters, or a key moment during your studies which further motivated you.

No matter what you decide to write, just keep in mind that you need to take your time to craft something good even if it means creating several drafts before the real thing and do not forget to proofread the statement for errors.

3. Research Your Program Of Study

Researching your program of study is one way to establish that you truly understand the discipline you’re getting into and prove to the admissions officer that you thoroughly thought about it before applying.

And because you want to put yourself forward as a serious candidate, one way to make you research easier is for you to visit the website of the department you are applying to. This page will contain information about faculty members, their specialisation, and publications.

From the intel, you gathered there you can now identify which professors match your interests and which ones you will benefit the most from learning under. After you’ve found this out, relate the same in a sentence or two in your statement of purpose for masters.

Example: “I would be honoured to study under the tutelage of Professor Nadia whose work I found resonated strongly with my beliefs and intended projects in this course”.

4. Avoid Clichés, Junks, And Many Details

When writing a statement of purpose for master degree try to avoid clichés, junks, and unnecessary details so that you don’t lose or bore your readers in between. Be as concise as possible, even if it’s your chance to express yourself.

A personal statement is an opportunity for the admissions committee to get information that tells the that you are suitable for the course. So, when you overpower your statement with too many words, stories, and useless details, you come off as someone who is just trying to meet the word count.

5. Include Your Personal History Only If It Adds To The Statement

Do not include your personal history in your statement of intent for masters if it is not relevant to your purpose of study. This means no need for you to tell that story about that time you helped someone treat a cut and immediately realised that you wanted to be a doctor or nurse or how you developed a taste for reading at a very young age.

We can guarantee you that the hundreds of other applications competing for the same spot you are felt the same way, so saying those things really doesn’t make you unique.

On the other hand, if you are going to add personal history to your statement, you can put in things like an internship you did and the experience you got from the job, a major research project you ran by yourself, publications you’ve read or published, conferences you’ve attended or presentations you’ve done. These experiences are more concrete and are directly related to your program of study. They also set you apart from other applicants.

6. Don't Use The Same Personal Statement For All Your Applications

One common mistake applicant make that you shouldn’t is using the same statement of purpose for master degree for all your applications. Using the same information repeatedly even if you are going to change the university names is risky and could land you in a big mistake on a day you forget to be thorough.

All programmes have their own unique set of questions they want to see answered and information they need in your personal statement.

And even if some of them like extracurricular activities, proposal for project, why you are applying to the school, your unique qualities, and research works you’re doing might appear the same, do not use one statement to respond to all of them.

Write a new unique personal statement every time you want to apply.

Check out:  How to Write a Good CV for Students - Resume Examples for Students (PDF).

How To Write A Personal Statement for Masters

When writing a personal statement for masters there are several steps and ground rules you need to follow to ensure that it comes out good enough to impress the admissions team of a school, and ultimately convince them to give you a spot on your program of study.

If writing one is something you are currently struggling with and can’t seem to get down the process of it right no matter what, this section on how to write a personal statement for masters, discusses in detail everything you need to get help with yours.

There are 4 parts to consider when writing your personal statement and we have listed them below:

1. Planning A Personal Statement

A personal statement is a piece of writing showing your academic interests and is only for application purposes which means there is no room for any autobiographical information in it about your personal life. Be as to-the-point as possible when writing it and stick to telling the school why you are the right person for the course, plus any other extra information detailing your achievements.

Before You Start:

Allot plenty of time to write your msc personal statement so that you don’t rush it. Remember, this simple piece of writing is your one shot at convincing a school that you are the best applicant they’ve seen and as such can either make or break your application.

Read the information expected of you from the university, rules and guidelines given, selection criteria and understand what they mean. Also research the institution.

Do a thorough research on the course you are applying for; this will help you explain better why you want to study it. The tutors interviewing you can tell when you are lying and presenting yourself as uninformed can cost you the admission.

Ensure that you don’t use the same personal statement for all your applications.

When Writing:

When writing the statement there are some questions to ask yourself that can help you plan it better. Those questions are:

• Why you want to study a master’s and how does it benefit you in future?
• How does the course you have chosen fit into your pre-existing skill set?
• How do you stand out from the crowd as an applicant - e.g., work experiences you’ve had in the same field you are applying for?
• What do you aspire to do or be as a future career and how will the course help you achieve that?
• How can your work or skillsets contribute positively to the department/ university you are applying to, or society at large?

On the other hand, if you are applying for the masters to change from the field you studied in your undergraduate to another field, you should tell the school why you decided to take a different path in your studies.

Questions to ask yourself for this include:

• Your reason for deciding to change your discipline.
• How your undergraduate degree will be material for bringing fresh insights into your masters course.
• How changing your study path will help you attain your future career.

2. Structuring A Personal Statement

Having good structure for your personal statement for master degree is important because it ensures that everything from the beginning, middle, and ending of the statement is written and equally falls in place perfectly.

We’ve left some tips for you below to help you:

Start your personal statement with an attention-grabbing introduction that is not dramatic or cliché. That means you should not begin with any of these over-used phrases we’ve listed out below:

For as long as I remember…

Since my childhood…

I want to apply to this course because I’ve always felt a strong connection to it…

All my life, I have always loved…

My interest in (course) always ran deeper than…

I’ve always been zealous about…

Ever since I was a child, I’ve always wanted to pursue a career in…

My past educational experiences have always…

You would want to be as snappy as possible with your opening because the admission officer has over a hundred applications to read and can’t waste all their time on yours. This means you should avoid overpowering it with unnecessary facts, quotes, and stories from your life.

The middle part of your ma personal statement is where the main content of the write-up should be. This is where you show your dedication to the course you’ve chosen, what motivated you to choose it, and why you are the right candidate for it.

When writing the middle part of a graduate personal statement, you should:  

• Give concrete reasons why you want to study a course at the University. The reason could be because of how the course is aligned to your future career or the University’s reputation in teaching that program.
• Mention relevant things like projects, dissertations, or essays you’ve done, and any work experience you have.
• Show proof of your core skills like and how they can contribute to the department.
• Prove what makes you a unique candidate.
• Discuss who your main influences for wanting to study the course are and why.
• Add experiences like memberships to clubs that are related to your field, papers you’ve written before, awards, scholarships, or prizes.
• Draw focus to how the course links to your past and future.
• Mention your academic and non-academic skills and how they fit the course.

For Formatting:

• Keep the statement length between 250 -500 words or as directed by the school.
• Sentences should be no more than 25-30 words.
• Use headings to break up the content – Why this university? Why this subject? Etc.
• Make claims and provide evidence to back each of them up. This can be done by discussing your work experience and academic interests.

Language and tone to use:     

• The tone for your masters application personal statement should be positive and enthusiastic, to show you eagerness to learn and so that you convince the evaluators that you have what it takes to succeed.
• Use exciting and refreshing language, and an engaging opening line.
• Ensure you grammar, punctuations, and spellings are accurate.
• Avoid exaggerated claims you cannot backup.
• Don’t use cliché generic terms and keep your focus on the course.

Keep the ending of your essay for master degree application concise and memorable, leaving no doubt in the admission officers mind that you deserve a spot on the program.

To create the best ending summarise all your key points without dragging it our or repeating yourself. The ending should be simple, end on a positive note and make it clear that the school will be lucky to have you on their program.

Personal Statement for Masters Sample

In this section, we have left a masters personal statement example for you, which you can use as material to write yours for any course of study you are applying to a school for.

Personal Statement PDF

You can also download this statement of purpose sample for masters degree pdf here and take your time to read it later – Personal Statement For Masters Sample .

See Also:  Student CV Template .

Examples of Personal Statement for Masters

We have taken the time to source for some of the best postgraduate personal statement examples, which you can use in addition to the personal statement for masters program example as a template to write yours.

While you scroll through our list, you will find the perfect masters essay example for any field you wish to apply for, from business administration, to Psychology, to information technology, and lots more.

1. msw personal statement

We have found one of the best msw personal statement examples out there for you.

social work masters personal statement .  

2. personal statement for masters in public health

mph personal statement examples

3. personal statement for masters in management

Personal statement for master degree sample for masters in management .  , 4. personal statement for masters in education example.

personal statement for masters in education example

5. psychology masters personal statement

psychology masters personal statement example

6. sample personal statement for masters in data science data science masters personal statement

7. speech and language therapy personal statement statement of purpose for masters sample: speech and language therapy

8. business administration personal statement personal statement for masters in business administration

9. personal statement for masters in cyber security pdf masters degree personal statement examples for cyber security

10. personal statement for masters in finance msc finance personal statement examples

11. statement of purpose for masters in information technology pdf msc personal statement examples for information technology

12. international development personal statement statement of purpose for masters example

13. msc international business management personal statement international business management personal statement examples

14. computer science masters personal statement

statement of purpose for masters in computer science pdf

15. personal statement for masters in economics statement of purpose sample for masters degree in economics

16. mha personal statement statement of purpose format for masters in health administration    

Conclusion – Things to Avoid When Writing A Personal Statement For Masters When writing a personal statement for university masters, there are some things you should avoid, so that you don’t ruin your essay. We have listed out those things below: •    Avoid negativity. •    Following an online template blindly. •    Do not include unnecessary course modules, personal facts, or extra-curricular activities in your personal statement. •    Do not lie or exaggerate an achievement or event. •    Do not include inspirational quotes to your statement. •    Avoid using clichés, gimmicks, humour, over-used word such as 'passion' or ‘driven’. •    Do not make pleading statements. •    Avoid mentioning key authors or professors in your field without any explanation. •    Avoid using sentences that are too long. •    Avoid flattering the organisation or using patronising terms. •    Do not repeat information in your statement that you have already listed in your application. •    Avoid waffling i.e., writing at length. •    Don’t start writing your personal statement at the last minute.  

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TESOL Personal Statement Examples

TESOL Personal Statement Example

I have over five years of teaching experience, and I look forward to studying for a master’s degree in Teaching English to Speakers of Other Languages (TESOL). This TESOL personal statement will hopefully be accepted by your admissions team.

I am currently teaching at St. Mary High School. This is a prestigious institution in Beijing. It is one of the largest Catholic Schools in all of China. It has a proud record of high standards of achievement.

I also worked at Kuala Lumpur International School in Malaysia as Head of the Department of Literature and English. As Head of the Literature and English department, my time at the school has been both enjoyable and productive. I have led my team towards making the English language more advanced.

It has been a time of significant adjustment at the school, and I feel I have played an integral role in this change. Our students now have the opportunity to access challenging, internationally recognised qualifications through sound and thought-provoking teaching strategies.

I believe passionately in the potential of all young people, and that teaching English will enable them to develop as informed, socially aware members of our society. I employ interesting, relevant and dynamic techniques to ensure that lessons are stimulating, exciting and challenging.

My primary objective is to transfer my enthusiasm to my students. Students must enjoy the subject and have fun while they learn.

I actively support extracurricular activities’ role in helping develop well-rounded, motivated and happy students. Education must cater for all aspects of a student’s development; emotionally, educationally and physically.

I feel that sport plays a vital role in fostering a sense of camaraderie and pride in one’s individual and collective achievements. I take great pride in working with students to reach a high level of the sport.

I feel that my commitment, industrious nature and enthusiastic approach to all areas of school life would be an asset to your institution. I would welcome the opportunity to expand my Education. I have taken a love to teach, and the primary and simple reason I want to take this course is to improve my skills. I am at an essential stage in my life and ready for it! Thank you.

Please consider my TESOL personal statement for admission to your university.

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Gre prep online guides and tips, 3 successful graduate school personal statement examples.

Looking for grad school personal statement examples? Look no further! In this total guide to graduate school personal statement examples, we’ll discuss why you need a personal statement for grad school and what makes a good one. Then we’ll provide three graduate school personal statement samples from our grad school experts. After that, we’ll do a deep dive on one of our personal statement for graduate school examples. Finally, we’ll wrap up with a list of other grad school personal statements you can find online.

Why Do You Need a Personal Statement?

A personal statement is a chance for admissions committees to get to know you: your goals and passions, what you’ll bring to the program, and what you’re hoping to get out of the program.  You need to sell the admissions committee on what makes you a worthwhile applicant. The personal statement is a good chance to highlight significant things about you that don’t appear elsewhere on your application.

A personal statement is slightly different from a statement of purpose (also known as a letter of intent). A statement of purpose/letter of intent tends to be more tightly focused on your academic or professional credentials and your future research and/or professional interests.

While a personal statement also addresses your academic experiences and goals, you have more leeway to be a little more, well, personal. In a personal statement, it’s often appropriate to include information on significant life experiences or challenges that aren’t necessarily directly relevant to your field of interest.

Some programs ask for both a personal statement and a statement of purpose/letter of intent. In this case, the personal statement is likely to be much more tightly focused on your life experience and personality assets while the statement of purpose will focus in much more on your academic/research experiences and goals.

However, there’s not always a hard-and-fast demarcation between a personal statement and a statement of purpose. The two statement types should address a lot of the same themes, especially as relates to your future goals and the valuable assets you bring to the program. Some programs will ask for a personal statement but the prompt will be focused primarily on your research and professional experiences and interests. Some will ask for a statement of purpose but the prompt will be more focused on your general life experiences.

When in doubt, give the program what they are asking for in the prompt and don’t get too hung up on whether they call it a personal statement or statement of purpose. You can always call the admissions office to get more clarification on what they want you to address in your admissions essay.

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What Makes a Good Grad School Personal Statement?

A great graduate school personal statement can come in many forms and styles. However, strong grad school personal statement examples all share the same following elements:

A Clear Narrative

Above all, a good personal statement communicates clear messages about what makes you a strong applicant who is likely to have success in graduate school. So to that extent, think about a couple of key points that you want to communicate about yourself and then drill down on how you can best communicate those points. (Your key points should of course be related to what you can bring to the field and to the program specifically).

You can also decide whether to address things like setbacks or gaps in your application as part of your narrative. Have a low GPA for a couple semesters due to a health issue? Been out of a job for a while taking care of a family member? If you do decide to explain an issue like this, make sure that the overall arc is more about demonstrating positive qualities like resilience and diligence than about providing excuses.

Specific Examples

A great statement of purpose uses specific examples to illustrate its key messages. This can include anecdotes that demonstrate particular traits or even references to scholars and works that have influenced your academic trajectory to show that you are familiar and insightful about the relevant literature in your field.

Just saying “I love plants,” is pretty vague. Describing how you worked in a plant lab during undergrad and then went home and carefully cultivated your own greenhouse where you cross-bred new flower colors by hand is much more specific and vivid, which makes for better evidence.

A strong personal statement will describe why you are a good fit for the program, and why the program is a good fit for you. It’s important to identify specific things about the program that appeal to you, and how you’ll take advantage of those opportunities. It’s also a good idea to talk about specific professors you might be interested in working with. This shows that you are informed about and genuinely invested in the program.

Strong Writing

Even quantitative and science disciplines typically require some writing, so it’s important that your personal statement shows strong writing skills. Make sure that you are communicating clearly and that you don’t have any grammar and spelling errors. It’s helpful to get other people to read your statement and provide feedback. Plan on going through multiple drafts.

Another important thing here is to avoid cliches and gimmicks. Don’t deploy overused phrases and openings like “ever since I was a child.” Don’t structure your statement in a gimmicky way (i.e., writing a faux legal brief about yourself for a law school statement of purpose). The first will make your writing banal; the second is likely to make you stand out in a bad way.

Appropriate Boundaries

While you can be more personal in a personal statement than in a statement of purpose, it’s important to maintain appropriate boundaries in your writing. Don’t overshare anything too personal about relationships, bodily functions, or illegal activities. Similarly, don’t share anything that makes it seem like you may be out of control, unstable, or an otherwise risky investment. The personal statement is not a confessional booth. If you share inappropriately, you may seem like you have bad judgment, which is a huge red flag to admissions committees.

You should also be careful with how you deploy humor and jokes. Your statement doesn’t have to be totally joyless and serious, but bear in mind that the person reading the statement may not have the same sense of humor as you do. When in doubt, err towards the side of being as inoffensive as possible.

Just as being too intimate in your statement can hurt you, it’s also important not to be overly formal or staid. You should be professional, but conversational.

Graduate School Personal Statement Examples

Our graduate school experts have been kind enough to provide some successful grad school personal statement examples. We’ll provide three examples here, along with brief analysis of what makes each one successful.

Sample Personal Statement for Graduate School 1

PDF of Sample Personal Statement 1 – Japanese Studies

For this Japanese Studies master’s degree, the applicant had to provide a statement of purpose outlining her academic goals and experience with Japanese and a separate personal statement describing her personal relationship with Japanese Studies and what led her to pursue a master’s degree.

Here’s what’s successful about this personal statement:

• An attention-grabbing beginning: The applicant begins with the statement that Japanese has never come easily to her and that it’s a brutal language to learn. Seeing as how this is an application for a Japanese Studies program, this is an intriguing beginning that makes the reader want to keep going.
• A compelling narrative: From this attention-grabbing beginning, the applicant builds a well-structured and dramatic narrative tracking her engagement with the Japanese language over time. The clear turning point is her experience studying abroad, leading to a resolution in which she has clarity about her plans. Seeing as how the applicant wants to be a translator of Japanese literature, the tight narrative structure here is a great way to show her writing skills.
• Specific examples that show important traits: The applicant clearly communicates both a deep passion for Japanese through examples of her continued engagement with Japanese and her determination and work ethic by highlighting the challenges she’s faced (and overcome) in her study of the language. This gives the impression that she is an engaged and dedicated student.

Overall, this is a very strong statement both in terms of style and content. It flows well, is memorable, and communicates that the applicant would make the most of the graduate school experience.

Sample Personal Statement for Graduate School 2

PDF of Sample Graduate School Personal Statement 2 – Musical Composition

This personal statement for a Music Composition master’s degree discusses the factors that motivate the applicant to pursue graduate study.

Here’s what works well in this statement:

• The applicant provides two clear reasons motivating the student to pursue graduate study: her experiences with music growing up, and her family’s musical history. She then supports those two reasons with examples and analysis.
• The description of her ancestors’ engagement with music is very compelling and memorable. The applicant paints her own involvement with music as almost inevitable based on her family’s long history with musical pursuits.
• The applicant gives thoughtful analysis of the advantages she has been afforded that have allowed her to study music so extensively. We get the sense that she is insightful and empathetic—qualities that would add greatly to any academic community.

This is a strong, serviceable personal statement. And in truth, given that this for a masters in music composition, other elements of the application (like work samples) are probably the most important.  However, here are two small changes I would make to improve it:

• I would probably to split the massive second paragraph into 2-3 separate paragraphs. I might use one paragraph to orient the reader to the family’s musical history, one paragraph to discuss Giacomo and Antonio, and one paragraph to discuss how the family has influenced the applicant. As it stands, it’s a little unwieldy and the second paragraph doesn’t have a super-clear focus even though it’s all loosely related to the applicant’s family history with music.
• I would also slightly shorten the anecdote about the applicant’s ancestors and expand more on how this family history has motivated the applicant’s interest in music. In what specific ways has her ancestors’ perseverance inspired her? Did she think about them during hard practice sessions? Is she interested in composing music in a style they might have played? More specific examples here would lend greater depth and clarity to the statement.

Sample Personal Statement for Graduate School 3

PDF of Sample Graduate School Personal Statement 3 – Public Health

This is my successful personal statement for Columbia’s Master’s program in Public Health. We’ll do a deep dive on this statement paragraph-by-paragraph in the next section, but I’ll highlight a couple of things that work in this statement here:

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• This statement is clearly organized. Almost every paragraph has a distinct focus and message, and when I move on to a new idea, I move on to a new paragraph with a logical transitions.
• This statement covers a lot of ground in a pretty short space. I discuss my family history, my goals, my educational background, and my professional background. But because the paragraphs are organized and I use specific examples, it doesn’t feel too vague or scattered.
• In addition to including information about my personal motivations, like my family, I also include some analysis about tailoring health interventions with my example of the Zande. This is a good way to show off what kinds of insights I might bring to the program based on my academic background.

Grad School Personal Statement Example: Deep Dive

Now let’s do a deep dive, paragraph-by-paragraph, on one of these sample graduate school personal statements. We’ll use my personal statement that I used when I applied to Columbia’s public health program.

Paragraph One: For twenty-three years, my grandmother (a Veterinarian and an Epidemiologist) ran the Communicable Disease Department of a mid-sized urban public health department. The stories of Grandma Betty doggedly tracking down the named sexual partners of the infected are part of our family lore. Grandma Betty would persuade people to be tested for sexually transmitted diseases, encourage safer sexual practices, document the spread of infection and strive to contain and prevent it. Indeed, due to the large gay population in the city where she worked, Grandma Betty was at the forefront of the AIDS crises, and her analysis contributed greatly towards understanding how the disease was contracted and spread. My grandmother has always been a huge inspiration to me, and the reason why a career in public health was always on my radar.

This is an attention-grabbing opening anecdote that avoids most of the usual cliches about childhood dreams and proclivities. This story also subtly shows that I have a sense of public health history, given the significance of the AIDs crisis for public health as a field.

It’s good that I connect this family history to my own interests. However, if I were to revise this paragraph again, I might cut down on some of the detail because when it comes down to it, this story isn’t really about me. It’s important that even (sparingly used) anecdotes about other people ultimately reveal something about you in a personal statement.

Paragraph Two: Recent years have cemented that interest. In January 2012, my parents adopted my little brother Fred from China. Doctors in America subsequently diagnosed Fred with Duchenne Muscular Dystrophy (DMD). My parents were told that if Fred’s condition had been discovered in China, the (very poor) orphanage in which he spent the first 8+ years of his life would have recognized his DMD as a death sentence and denied him sustenance to hasten his demise.

Here’s another compelling anecdote to help explain my interest in public health. This is an appropriately personal detail for a personal statement—it’s a serious thing about my immediate family, but it doesn’t disclose anything that the admissions committee might find concerning or inappropriate.

If I were to take another pass through this paragraph, the main thing I would change is the last phrase. “Denied him sustenance to hasten his demise” is a little flowery. “Denied him food to hasten his death” is actually more powerful because it’s clearer and more direct.

Paragraph Three: It is not right that some people have access to the best doctors and treatment while others have no medical care. I want to pursue an MPH in Sociomedical Sciences at Columbia because studying social factors in health, with a particular focus on socio-health inequities, will prepare me to address these inequities. The interdisciplinary approach of the program appeals to me greatly as I believe interdisciplinary approaches are the most effective way to develop meaningful solutions to complex problems.

In this paragraph I make a neat and clear transition from discussing what sparked my interest in public health and health equity to what I am interested in about Columbia specifically: the interdisciplinary focus of the program, and how that focus will prepare me to solve complex health problems. This paragraph also serves as a good pivot point to start discussing my academic and professional background.

Paragraph Four: My undergraduate education has prepared me well for my chosen career. Understanding the underlying structure of a group’s culture is essential to successfully communicating with the group. In studying folklore and mythology, I’ve learned how to parse the unspoken structures of folk groups, and how those structures can be used to build bridges of understanding. For example, in a culture where most illnesses are believed to be caused by witchcraft, as is the case for the Zande people of central Africa, any successful health intervention or education program would of necessity take into account their very real belief in witchcraft.

In this paragraph, I link my undergraduate education and the skills I learned there to public health. The (very brief) analysis of tailoring health interventions to the Zande is a good way to show insight and show off the competencies I would bring to the program.

Paragraph Five: I now work in the healthcare industry for one of the largest providers of health benefits in the world. In addition to reigniting my passion for data and quantitative analytics, working for this company has immersed me in the business side of healthcare, a critical component of public health.

This brief paragraph highlights my relevant work experience in the healthcare industry. It also allows me to mention my work with data and quantitative analytics, which isn’t necessarily obvious from my academic background, which was primarily based in the social sciences.

Paragraph Six: I intend to pursue a PhD in order to become an expert in how social factors affect health, particularly as related to gender and sexuality. I intend to pursue a certificate in Sexuality, Sexual Health, and Reproduction. Working together with other experts to create effective interventions across cultures and societies, I want to help transform health landscapes both in America and abroad.

This final paragraph is about my future plans and intentions. Unfortunately, it’s a little disjointed, primarily because I discuss goals of pursuing a PhD before I talk about what certificate I want to pursue within the MPH program! Switching those two sentences and discussing my certificate goals within the MPH and then mentioning my PhD plans would make a lot more sense.

I also start two sentences in a row with “I intend,” which is repetitive.

The final sentence is a little bit generic; I might tailor it to specifically discuss a gender and sexual health issue, since that is the primary area of interest I’ve identified.

This was a successful personal statement; I got into (and attended!) the program. It has strong examples, clear organization, and outlines what interests me about the program (its interdisciplinary focus) and what competencies I would bring (a background in cultural analysis and experience with the business side of healthcare). However, a few slight tweaks would elevate this statement to the next level.

Graduate School Personal Statement Examples You Can Find Online

So you need more samples for your personal statement for graduate school? Examples are everywhere on the internet, but they aren’t all of equal quality.

Most of examples are posted as part of writing guides published online by educational institutions. We’ve rounded up some of the best ones here if you are looking for more personal statement examples for graduate school.

Penn State Personal Statement Examples for Graduate School

This selection of ten short personal statements for graduate school and fellowship programs offers an interesting mix of approaches. Some focus more on personal adversity while others focus more closely on professional work within the field.

The writing in some of these statements is a little dry, and most deploy at least a few cliches. However, these are generally strong, serviceable statements that communicate clearly why the student is interested in the field, their skills and competencies, and what about the specific program appeals to them.

Cal State Sample Graduate School Personal Statements

These are good examples of personal statements for graduate school where students deploy lots of very vivid imagery and illustrative anecdotes of life experiences. There are also helpful comments about what works in each of these essays.

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However, all of these statements are definitely pushing the boundaries of acceptable length, as all are above 1000 and one is almost 1500 words! Many programs limit you to 500 words; if you don’t have a limit, you should try to keep it to two single-spaced pages at most (which is about 1000 words).

University of Chicago Personal Statement for Graduate School Examples

These examples of successful essays to the University of Chicago law school cover a wide range of life experiences and topics. The writing in all is very vivid, and all communicate clear messages about the students’ strengths and competencies.

Note, however, that these are all essays that specifically worked for University of Chicago law school. That does not mean that they would work everywhere. In fact, one major thing to note is that many of these responses, while well-written and vivid, barely address the students’ interest in law school at all! This is something that might not work well for most graduate programs.

Wheaton College Personal Statement for Graduate School Sample 10

This successful essay for law school from a Wheaton College undergraduate does a great job tracking the student’s interest in the law in a compelling and personal way. Wheaton offers other graduate school personal statement examples, but this one offers the most persuasive case for the students’ competencies. The student accomplishes this by using clear, well-elaborated examples, showing strong and vivid writing, and highlighting positive qualities like an interest in justice and empathy without seeming grandiose or out of touch.

Wheaton College Personal Statement for Graduate School Sample 1

Based on the background information provided at the bottom of the essay, this essay was apparently successful for this applicant. However, I’ve actually included this essay because it demonstrates an extremely risky approach. While this personal statement is strikingly written and the story is very memorable, it could definitely communicate the wrong message to some admissions committees. The student’s decision not to report the drill sergeant may read incredibly poorly to some admissions committees. They may wonder if the student’s failure to report the sergeant’s violence will ultimately expose more soldiers-in-training to the same kinds of abuses. This incident perhaps reads especially poorly in light of the fact that the military has such a notable problem with violence against women being covered up and otherwise mishandled

It’s actually hard to get a complete picture of the student’s true motivations from this essay, and what we have might raise real questions about the student’s character to some admissions committees. This student took a risk and it paid off, but it could have just as easily backfired spectacularly.

Key Takeaways: Graduate School Personal Statement Examples

In this guide, we discussed why you need a personal statement and how it differs from a statement of purpose. (It’s more personal!)

We also discussed what you’ll find in a strong sample personal statement for graduate school:

• A clear narrative about the applicant and why they are qualified for graduate study.
• Specific examples to support that narrative.
• Compelling reasons why the applicant and the program are a good fit for each other.
• Strong writing, including clear organization and error-free, cliche-free language.
• Appropriate boundaries—sharing without over-sharing.

Then, we provided three strong graduate school personal statement examples for different fields, along with analysis. We did a deep-dive on the third statement.

Finally, we provided a list of other sample grad school personal statements online.

What’s Next?

Want more advice on writing a personal statement ? See our guide.

Writing a graduate school statement of purpose? See our statement of purpose samples  and a nine-step process for writing the best statement of purpose possible .

If you’re writing a graduate school CV or resume, see our how-to guide to writing a CV , a how-to guide to writing a resume , our list of sample resumes and CVs , resume and CV templates , and a special guide for writing resume objectives .

Need stellar graduate school recommendation letters ? See our guide.

See our 29 tips for successfully applying to graduate school .

Ready to improve your GRE score by 7 points?

Author: Ellen McCammon

Ellen is a public health graduate student and education expert. She has extensive experience mentoring students of all ages to reach their goals and in-depth knowledge on a variety of health topics. View all posts by Ellen McCammon

Personal statement guidance for postgraduate courses at the International Education Institute

Applicants for all postgraduate courses in the International Education Institute must submit a personal statement as part of the application process.

There are several topics you should cover in your personal statement, in separate paragraphs. There is no required word length or limit but as a general rule, you should focus on content rather than length.

• Explain why you are interested in the qualification you are applying for. This should include discussion of any relevant work experience, paid or voluntary, that you might have. If you are intending to change the direction of your studies, for example from an engineering undergraduate degree to a Masters in International Education or Teaching English to Speakers of Other Languages (TESOL), the University would like to understand why you would like to make such a change.
• Provide some information about your intended career after gaining the qualification.
• Tell us why you are interested in studying at the University of St Andrews, and, if appropriate, why you are interested in studying in the UK. 
• Include any other relevant information which you believe would support your application. This section may be quite short.

• Find & Compare Programs

Master of Arts in Teaching — Teaching English to Speakers of Other Languages

Take the next step toward your career goals. Learn key information about the USC Rossier admission process and application requirements for the Master of Arts in Teaching- Teaching English to Speakers of Other Languages program.

Prerequisites

In order to apply for this program, you must have a bachelor’s degree, or equivalent, from a regionally accredited college or university. The institution must have been accredited at the time your degree was conferred.

For the credential track:

Note regarding felonies and misdemeanors : To obtain a teaching credential, the California Commission on Teacher Credentialing (CTC) requires credential applicants to disclose convictions of a felony or misdemeanor. While a felony or misdemeanor will not necessarily prevent you from being admitted to the credential track, you may not be eligible to participate in student teaching, which is a requirement of the credential track.

Note regarding international students : To complete teaching credential requirements, you must obtain a Social Security number (SSN) from the United States Social Security Administration. Contact the Office of International Services for assistance. 

Program applications are reviewed on a rolling basis, but we encourage you to apply early.

*scholarship priority deadlines

Application Instructions

Review the detailed instructions in the dropdowns for each section of the online application . If you need accommodation for any part of the application process, please contact the Office of Admission and Scholarships at [email protected]. We encourage you to submit your request for accommodation at least two weeks before the accommodation is needed so our team can make the necessary arrangements.

Tips Submit all application materials by the deadline . Incomplete applications may be delayed to the next application review. Skip ahead to the “Recommendations” section and use the application platform to send requests for letters of recommendation first . We recommend you complete this step right away to provide each recommender with the maximum amount of time to complete their letter. Follow the transcript submission instructions carefully. Please upload your registrar-issued transcripts from each institution attended to the USC application portal. Upon acceptance and submission of intent to enroll, you will need to submit official transcripts to the USC Office of Graduate Admissions separately.

Where to find it on the application: My Application > Personal Information

• Enter your name as it appears on your government issued I.D. Indicate any alternate or previous names in the “other name” field (i.e. maiden name).
• Enter the email address USC Rossier should use to communicate with you throughout the application process.

Where to find it on the application: My Application > Academic History > Colleges Attended > Add a College > Upload a Transcript 

Any form of unofficial transcripts including print-outs from student portals are not acceptable for admission review. To expedite admission decisions, please upload registrar-issued transcripts from all attended institutions to the USC application portal. Official transcripts should be submitted separately to the USC Office of Graduate Admissions upon acceptance and submission of intent to enroll. 

International students should refer to USC’s country specific requirements to determine which academic records they need to submit. 

To Upload Your Transcript to The Application Portal   

Login to your USC Application Portal and navigate to the Academic History section. Enter detailed information about your academic history from each institution you have attended. 

Once you have saved this information, you will find an option to Upload a Transcript for each institution. You can upload only one PDF per institution. If the transcript consists of multiple pages, you must scan each page and merge them into a single PDF file. If you do not have access to a scanner, you can take clear photos of each page and combine them into one PDF.  

There are various online services available to merge multiple files into a single PDF or convert photos into PDFs. Once you have uploaded your transcripts and completed all other sections of the application, you can proceed to submit your application.  

Upon admission and submission of the statement of intent to enroll, you must submit degree-conferred transcripts from all attended institutions to the Office of Graduate Admissions.

Where to find it on the application: My Application > Supporting Information > Documents > CV/Resume

Your résumé should be detailed enough to help the admission committee understand the various experiences – extracurricular, leadership or volunteer – that have shaped your interest in the program. Outline your roles and responsibilities within each organization and highlight any special achievements or accomplishments. In the “Supporting Information” section of the application, select “Documents”. Select the “add document” button under “CV/Resume.”

Where to find it on the application: My Application > Program Materials > Documents

Essay responses will be used to evaluate your personal, professional and educational perspectives and experiences and the ability to effectively communicate ideas and organize written thoughts. Responses to essay questions should be double-spaced with a 12-point font and one-inch margin on all sides. Include your full name at the beginning of each document. Upload each essay as a separate document in the appropriate section.

Personal Statement – 500 words or less

The USC Rossier Master of Arts in Teaching—Teaching English to Speakers of Other Languages (MAT–TESOL) program is committed to equipping teachers to provide language instruction of the highest quality with a deep commitment to student learning. We also prepare our graduates to identify and help address opportunity gaps and injustices related to languages and language learners around the world.

Reflecting on the goals of the MAT-TESOL program as described above, explain why this program aligns with your personal and professional goals and values (a total length of 500 words or less for the entire statement).

Upload your Statement of Purpose in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Personal Statement”

Optional Essay – 250 words or less

To aid the admission committee in evaluating your application, use this essay to discuss anything in your academic and/or professional history that may require additional explanation. This essay is optional.

Upload your optional essay in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Other.”

Where to find it on the application: My Application > Program Materials > Recommendations > Add Recommendation

USC Rossier requires two letters of recommendation to complete the application. One recommendation should come from a current or former supervisor who can comment on the value you have added to your workplace. The second recommendation letter should come from a current or former professor who can attest to your ability to perform well in graduate level courses.

• To submit the names of your recommenders, go to the “Program Materials” section of the application and click on the tab “Recommendations.”

• Recommendation letters must be typed on official letterhead from the organization with a signature. If the recommender is not able to obtain company letterhead, this must be noted somewhere in the letter.
• It is your responsibility to ensure all recommendation letters are submitted in the proper format prior to the appropriate deadline. Letters uploaded in the incorrect format without explanation are subject to further review.
• Recommendations letters should be submitted by recommenders by the application deadline, but they are not required to be submitted at the time you submit your application.

Please note: recommendation letters are program-specific and cannot be used to apply to additional programs. If you withdraw your application from a particular program, your letters of recommendation will be deleted along with the application.

Where to find it: My Application > Program Materials > Kira Assessment

The recorded video response is an opportunity for you to demonstrate your communication skills in professional settings. No advance preparation is required for either assessment. You are allowed to take the assessment one time only (no exceptions). For technical assistance with the video response, email [email protected] .

• Click the “Open Kira Assessment” button on the “Kira Assessment” tab in the application. Note: clicking this link will NOT require you to take the assessment immediately. You can register for the assessment and return at any time to complete it.
• When the page opens, click the “Check In” button.
• Click the registration module. Your first and last name and email should pre-populate in the registration form. Agree to the terms of agreement and privacy policy and click the “Register” button. After you register, a link to Kira will also be sent to your email address for easy access at the time you choose to complete your assessment.
• Complete the device set up and practice modules to prepare for your assessment.
• Click the assessment module (final step) at the time you are ready to begin your assessment.
• Once completed, your assessment will be reviewed in conjunction with other application materials by the admission committee.

Video Response

• Record your responses using an internet-connected computer with a webcam.
• Dress professionally and behave as you would during an in-person interview.
• Make sure you have a pen and notepad available for taking notes on the prompt.
• Once you begin the assessment, you will be provided with two prompts, one at a time, followed by five minutes of prep time for each prompt.
• You will have two minutes to complete your response. There will be a countdown timer and a progress bar during preparation and response time so you can track how much time you have left. If you finish before time is up, you can submit your response using the “submit” button in the lower right corner. The system will automatically submit your response when the time is up.

Where to find it on the application: Submit Application Tab

Application fees must be paid by credit or debit card

An application fee waiver is available to applicants who meet certain eligibility criteria. Eligibility criteria and instructions for obtaining a fee waiver can be found at the USC Graduate Admission website . If you choose to apply for a fee waiver you must:

• Start your online application but do not submit the application until the fee waiver is approved .
• Provide supporting documents to demonstrate qualification.
• Have your fee waiver request approved.
• Complete and submit your online application.

USC Rossier welcomes international applicants. If your prior study was completed outside of the United States, you must have earned the equivalent of a United States bachelor’s degree to be eligible for admission. View the international application requirements based on your country of study . 

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to demonstrate proficiency in English as part of the application process. For more information on English proficiency requirements, English-language test waivers and other alternate accepted exams, please visit the USC Graduate Admission English-Language Proficiency page .

TOEFL or IELTS Test Scores Where to find it on the application: My Application > Academic History > Standardized Tests > Add a Test Score

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to submit an official TOEFL or IELTS score as part of their application. You must have taken one of these tests within the past two years.

In order to be considered for admission, you should receive a TOEFL score at or above 90 iBT with no less than a score of 20 on each band, or an IELTS score at or above 6.5 with no less than a score of 6 on each band.

You may upload your test score report in the “Academic History” section of the application to be used in application review. However, only scores received electronically from the testing service are considered official . Official test scores should be sent from the testing agency directly to USC.

• TOEFL: To send official scores, use USC ETS code 4852. Please note that USC does not accept super-scoring for the TOEFL.
• IELTS: Select “University of Southern California” at the time of registration. Alternatively, provide this information to your testing center after taking the test.

For more information on English Proficiency requirements, English-language test waivers, and other alternate accepted exams, please visit the USC Graduate Admission page .

Your application materials will be reviewed by both the USC Rossier School of Education Office of Admission and Scholarships and the USC Office of Graduate Admissions.

• Refer to your USC Rossier personal portal for timely and accurate updates on your application status (including missing items).
• If your application is complete by the round application deadline, expect to receive notification of your admission decision within 5 weeks.
• You will receive a decision letter from both USC Rossier and the USC Office of Graduate admission.

Document Submission Policy

Transcripts and all other materials submitted for admission consideration become the property of USC. The university does not return or duplicate materials for any reason whatsoever. The information and materials in your submitted application are made available only to the central Office of Admission and the admission committee of the academic department or professional school to which you have applied.

Review Process

Your application to USC Rossier will be evaluated using a holistic review process. Academic preparation, professional work experience, personal achievement and commitment to the USC Rossier mission are each considered. No single attribute or characteristic guarantees admission to USC Rossier.

We seek applicants who will add to our vibrant learning community and whose goals, values and experiences align with the USC Rossier mission and program goals. We adhere to the university’s non-discrimination policy , and are committed to providing equal opportunity for all students.

As an applicant for this program, you will be automatically considered for limited USC Rossier scholarships, with priority consideration given to applicants who apply by the priority and regular deadlines. There is no need to submit a separate application. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

Frequently Asked Questions

No. At USC Rossier, the online and on-campus version of our programs are distinct with separate applications. If you would like to be considered for a program other than the program for which you have been admitted, you will need to reapply to that program.

Yes. If you choose to work while enrolled, a job with a flexible schedule is recommended. Some students in the program work in teaching roles that provide context for their learning.

If you pursue the credential track, you will participate in additional student teaching in semesters 2 and 3 during regular school hours, four days per week, which may make working more challenging.  

No. This program has one start date per academic year.

There is no minimum GPA required to apply to USC Rossier programs, but competitive applicants typically have a GPA of 3.0 or above. However, GPA is one of many elements evaluated in the admission committee’s comprehensive evaluation of candidates.

USC Rossier students come from diverse academic backgrounds. Education or experience related to your program of interest can make you a more competitive applicant but is not required. If your bachelor’s degree is unrelated to the program for which you are applying, use your application to communicate your passion for working in your selected degree field and explain how your background has prepared you to be successful and positively contribute to your chosen field.

GRE scores are neither required nor accepted for admission at USC Rossier.

Program Contact

Clara Colin, MA

Assistant Director, Office of Admission and Scholarships

• [email protected]

Personal Statement

"Interested Students are Learning Students"

I have been interested in language ever since my first Spanish course in the seventh grade, but while I have known for years that my future lies in language study, it took longer to determine that my primary passion lies in language instruction. 

I selected l inguistics as my college major due to my taking high school Latin, where I fell in love with grammar and language learning. In the midst of my l inguistics undergraduate degree I discovered that while I was quite capable of performing research, this was not where my primary interest lay. Instead, after a whim-inspired decision to sign up for a course entitled “Principles and Techniques of Teaching a Foreign Language,” I discovered that I enjoyed teaching a great deal. I relished the opportunity to put the technical knowledge that I had gained through my study of linguistics and language structures into more practical, applied use - something that comes easily in the realm of language instruction. With this in mind, I was inspired to apply for my university’s M aster’s TESOL program. 

In this program, I have engaged in various teaching experiences that have all helped develop my teaching style and skill base. One of these experiences was my internship working at the OU Graduate College for the English Training and Certification Services. In this position, I served as the teaching assistant for an advanced-level communication skills course. This class focused on high-level English skills such as pronunciation, stress timing, and intonation, skills that I had not had many chances to learn about in my past studies. Responsibilities in this role also included grading student speech samples and assessing student progress as well as tutoring some students one-on-one in developing these advanced skills. 

Currently, I am employed at the University of Oklahoma Center for English as a Second Language (CESL) in the role of adjunct instructor. In this position, I teach daily classes for students at the high intermediate level. I create activities for these students' learning journeys and personalize materials to best meet their needs. Additionally, I assess these students and gauge the rate at which their English competencies in the four core skills are improving. 

Additionally, I have had experience working for the English teaching website Cambly , where I met one-on-one online with students who wished to learn English as Second Language. I have also worked as a one-on-one tutor for Spanish and Latin in the past and in a summer teaching position for elementary school-aged children in a non-language capacity. 

Through the MA TESOL program, I have learned that my teaching style is energetic and active. I enjoy employing methods like TPR and activity-based learning to motivate students to be more connected to the content they are learning. Interested students are learning students, and I enjoy presenting English to them in ways that allow them to make use of it in their everyday lives.

This program has been extremely helpful to me in connecting my knowledge of theoretical linguistics and language acquisition to concrete pedagogical and instructional competencies. This program offer s me a great opportunity to learn effective teaching strategies through practical teaching experiences. Additionally, the MA TESOL program has taught me how to be sensitive to students’ cultural and linguistic backgrounds in my instruction. My position as person of privilege has certainly shaped my perspective as an instructor, and it is vital that I continue to pursue creating a safe and productive learning environment for those who have had different life experiences than me. 

After completing my MA in TESOL, I hope to continue working in English education. For the time being, this means continuing my work at the OU Center for ESL. In the future, I would also be interested in careers ranging from elementary school ELL to community programs like SPERO. I hope to stay directly involved in the field of Teaching English as a Second Language regardless of which path I take, as I believe this to be a field that I am very well qualified for, as well as one that I enjoy greatly. My future certainly lies in TESOL.

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Indiana University Indianapolis

Department of english.

MA Program in Teaching English to Speakers of Other Languages (TESOL)

Prepare for a career teaching english to second-language learners.

TESOL is an exciting, in-demand, and interdisciplinary field that draws on linguistics, bilingual education, sociology, pedagogy, cultural studies, and information technology to provide English teachers with a solid foundation in the theory and praxis of second language learning and teaching. TESOL graduates typically find employment both domestically and internationally as teachers, administrators, policymakers, materials developers, editors, cultural liaisons, and language program directors. They work in such diverse settings as schools, non-profit organizations, governmental agencies, community and faith-based centers, and international businesses.

The 31-credit hour Master of Arts degree in Teaching English to Speakers of Other Languages (TESOL) is a professional degree that prepares you to become effective teachers of English to adult learners who speak other native languages, both in the U.S. and abroad. The M.A. in TESOL provides both a strong theoretical foundation as well as hands-on practical experiences.

Why IU Indianapolis?

Our professors are internationally recognized, award-winning scholars whose areas of expertise span an impressive array of disciplines, including second language acquisition, teacher education, language learning and technology, sociolinguistics, socio-cultural theory, pragmatics, corpus linguistics, intercultural discourse, multilingual writing, and learner identity. The International Center for Intercultural Communication, the English for Academic Purposes Program, and the Program for Intensive English offer unique opportunities for interdisciplinary work, internships, and practica in applied linguistics, health discourse, language teaching, and tutoring. Our vibrant urban setting provides students with diverse teaching experiences and employment opportunities upon graduation.

For information about the program, contact:

Karen Kovacik, PhD Professor of English Director of Graduate Studies English Department (317) 274-9831 [email protected]

To contact the Graduate Office:

IU Indianapolis Graduate Office University Library, Room 1170 755 W. Michigan Street Indianapolis, IN 46202 (317) 274-1577 [email protected]

About the Program

The 31-credit hour M.A. in TESOL is comprised of core courses, elective courses, and the completion of either a thesis or internship.  Please click on the tabs above for more information. Course descriptions may be found .

• ENG-G 500 Introduction to the English Language (4cr)
• ENG-Z 520 Second Language Development (3cr)
• ENG-Z 523 TESOL Methods (3cr)
• ENG-Z 541 English for Specific Purposes (ESP) and Materials Development (3cr)
• ENG-Z 545 TESOL Practicum (3cr)
• ENG-G 625 Discourse Analysis and Introduction to Research (4cr)
• ENG-Z 536 Pedagogical Grammar (3cr)
• ENG-Z 570 Second Language Writing (3cr)
• ENG-Z 575 Second Language Learning and Technology (3cr)
• ENG-Z 598 TESOL Internship (3cr)
• ENG-Z 600 Seminar in TESOL (variable topics) (3cr)
• ENG-Z 652 Sociolinguistics (4cr)
• ENG-Z 690 Advanced Readings in TESOL (1-4cr)
• ENG-Z 699 M.A. Thesis – TESOL (3cr)
• Other graduate courses in literature, writing, and literacy, or related fields as approved by the director. No more than six credits may be transferred from or taken outside the department.

Thesis Option

• Electives: Students choose at least three courses (at least 8-11 credits)
• Total: 31 credit hours

Internship Option

• Electives: Students choose at least four courses (at least 12 credits)

M.A. students must maintain a minimum grade point average of 3.0 (B average).

No courses with a grade of C or lower will count toward graduation requirements.

Transfer Credits

The IU Indianapolis Graduate Office only allows the transfer of 12 credit hours from the certificate to the MA. Therefore, if you are in the certificate and decide that you want the MA as well, you should apply to the MA in TESOL Program at the same time or before you’ve reached the 12 credit-hour limit. Please always check with the Program and the Graduate Office regarding credit transfer rules at the time that you intend to apply for either the MA or the Certificate.

Applying to the MA in TESOL Program

Applications for the M.A. in TESOL degree are accepted on a rolling basis and should meet all applicable requirements as described below. Final admission is based upon the approval of the admissions committee, which is comprised of the English Department’s Director of Graduate Studies, the Director of the M.A. in TESOL, program faculty members, and departmental administrative staff.

• Please have ETS submit your scores directly to IU Indianapolis, as we cannot accept self-reported scores . The Iu Indianapolis Institution Code for ETS is #1325.
• Recommended minimum scores for applicants who are nonnative speakers of English: 100  TOEFL iBT; 7.0  IELTS.
• Paragraph 1: Reasons for Applying to Our Program .
• Paragraph 2: Education and Other Experiences.
• Paragraph 3: Goals in the Program.
• Paragraph 4: Career Objectives.
• Paragraph 5 (Optional): Program Opportunities and Funding.

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Teaching English to Speakers of Other Languages (TESOL) MA

• Full-time: 12 months
• Part-time: Not available
• Start date: September 2025
• UK fees: £10,400
• International fees: £27,150
• Entry requirements: 2:1

Course overview

The development of globalisation has brought with it a greater need to be able to speak proficient English. This has resulted in more career prospects for English language teachers and exciting opportunities to work across the globe.

The MA Teaching English to Speakers of Other Languages course is ideal for those who are currently involved in TESOL and wish to build upon their existing knowledge and experience.

It has been designed to develop and encourage your critical understanding of the latest developments in TESOL theory and practice. It will enable you to reflect on your own teaching practice/context and help improve your career prospects, whilst preparing you to conduct independent research into teaching and learning.

Our tutors are experts in their academic context and actively research leading concepts. Their vast knowledge influences the topics covered on the course and optional modules allow you to explore specific aspects of language education that interest you.

With an advanced education degree from the University of Nottingham, you will graduate with all the knowledge, practical skills and confidence to pursue your career goals.

You may have the opportunity to take part in a community-based project to provide language teaching to refugees who need general and functional English language to survive and adapt to life in the UK, adding invaluable experience to your professional portfolio.

If you wish to take a more blended approach to studying, we offer the flexibility of combining studying face-to-face and online. Please visit our TESOL routes page for more information. 

Alumni profiles

Visit our alumni profiles to see what they say about their experience on the course and how it has helped their professional development.

Why choose this course?

in the world for education

QS World University Rankings by Subject 2024

Learn from experts

who are internationally recognised for their research in this area

Over 100 years

of experience in the field of education

Excellent research

The majority of our research outputs are assessed as internationally excellent.

Research Excellence Framework

Global pathways

Combine studying face-to-face on two different international campuses, or combine face-to-face and online study

Course content

We offer a range of support including:

• interactive, collaborative teaching methods
• individual tutorials, opportunities to pursue your professional and research interests
• access to extensive study materials
• free support for developing proficiency in academic English.

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation. It can be completed over one year full-time (including dissertation).

This course is also available via  online study and at the University's Malaysia Campus ,

Course reading

• Dörnyei Z. and Ryan S. (2015). The Psychology of the Language Learner revisited . New York; London: Routledge
• Gabryś-Barker, D., & Gałajda, D. (Eds.) (2016). Positive psychology perspectives on foreign language learning and teaching. Springer.
• Lightbown, P.M. and Spada, N. (2021). How Languages are learned. Oxford: Oxford University Press.
• Richards, J. C. and Rodgers, T. S. (2014). Approaches and methods in language teaching . 3rd edition. Cambridge: Cambridge University Press

Course leader

Paul Knight (contact for academic enquiries)

• Course structure
• Example timetable

Core modules

The module focuses on topics which have been the subject of recent discussion and research in the field of foreign and second language teaching. These include:

• a historical review of language teaching methods and approaches
• content vs process syllabus design in language teaching
• humanism in language teaching
• Communicative Language Teaching and Task Based Learning
• areas of applied linguistics particularly relevant to teaching of productive skills, especially sociolinguistics and pragmatics
• areas of applied linguistics particularly relevant to the teaching of receptive skills, especially psycholinguistics

You will be expected to read, understand and engage critically with the research presented on these topics.

The module focuses on key areas in Applied Linguistics relating to Second Language Acquisition (SLA), and explores them from the perspective of both language learners and teachers. These include:

• a historical overview of theories of SLA (key insights from applied linguistic research)
• recent applied linguistic developments in the theorisation of SLA as a dynamic complex system and social process
• implications of first language acquisition for SLA; multilingualism; translanguaging
• positive psychology and language learning
• variability and individual differences in SLA (for example gender, age, aptitude, motivation, attitudes and beliefs, cognitive styles, strategies, autonomy and self-regulation)
• the role of grammar, vocabulary and phonology instruction in second language learning
• trends in applied linguistic research into SLA including the broadening of the field, greater exploitation of computerised samples of language, the growing stature of classroom-based investigation

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

Optional modules

This module will look at:

• purposes of assessment
• types of assessment
• communicative assessment
• assessing the '4 Skills'
• case studies of key international exams
• current issues in language assessment

The module covers:

• organisational structures and management of language teaching organisations (LTOs)
• issues in marketing, finance and managing change
• managing staff: staff selection, appraisal and relations, staff development
• models of teacher learning
• developing activities and materials for teacher training
• observation of teachers
• investigating the discourse of managing, training and teaching
• the role of learning/teaching materials and resources
• types and models of evaluation of materials and resources
• the relationship between methodology and materials/resources
• models of Technology Enhanced Langue Learning
• mobile langue learning
• computer mediated communication
• the implications of materials and technology for teacher education

The module focuses on key areas relating to the teaching of languages to younger learners and explores them from the perspective of both language learners and teachers. These include:

• profiles and language needs of younger language learnersage-appropriate methodologies
• multisensory, learner-centred activities, for example, stories, songs, films drama and play
• cooperation, interactive interpersonal communication and integrated grammar
• classroom management/organisation and the investigation of critical classroom incidents
• an overview of theories and research relating to younger learners
• engaging with culture and community
• issues relating to bilingualism, multilingualism and translanguaging

You can  view an example PDF timetable , however this is subject to change year on year and your live timetable will be available via the online timetable system.

Learning and assessment

How you will learn.

• Discussion group

Your learning will be supported by:

• tutors with a breadth and depth of knowledge, understanding and skills developed through experience in the field
• Interactive and collaborative teaching methods promoting shared enquiry
• access to extensive study materials from libraries and online sources

How you will be assessed

• Dissertation

Each 30-credit module is assessed by a comprehensive written assignment or equivalent. To complete the masters, you must achieve a pass of 50% on each assignment.

The dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Contact time and study hours

Each module requires an equivalent of 30 hours of teaching, plus 270 hours of independent study, assignment preparation and tutorial support.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2025 entry.

• Home / UK students
• EU / International students

Alternative qualifications

A minimum of two years full-time classroom English language teaching experience (or equivalent part time hours). The teaching experience calculation should NOT include a teaching practicum taken as part of a course. Applicants should show how hours for part-time English teaching experience have been calculated. 

Applicants who have online teaching experience will need to show how their hours have been calculated, and provide written evidence from employers (to be submitted at the time of application). 

If an applicant has a first degree that includes a significant focus (approximately one third) on language, teaching or linguistics theory and methodology OR has successfully completed a substantial, approved TESOL methodology course, the experience required can be reduced to a minimum of one years full-time classroom English teaching experience (or equivalent hours part-time experience). The teaching experience calculation should NOT include a teaching practicum taken as part of a course. Applicants should show how hours for part-time English teaching experience have been calculated. Applicants who have online teaching experience will need to show how their hours have been calculated, and provide written evidence from employers (to be submitted at the time of application).

Other requirements

A personal statement is required that demonstrates both a clear understanding of the course and relevant motivation for pursuing studies in TESOL. Details of any relevant professional or work experience in an educational setting, and how this relates to the course, should be included.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

Assessing your application

Admissions may, at their discretion, ask applicants to provide further information in order to assess their application fairly and accurately. This can include CVs, references (academic and professional) and clarifications regarding their previous and current education. In such cases you will be contacted by admissions with a more information request.

If you wish to apply for the MA TESOL face-to-face course in Nottingham, please use the apply button at the top of this page.

If you wish to apply for a blended pathway, please ensure you have spoken with the course leader, Paul Knight , to confirm this route is the most suitable option. Please visit our TESOL routes page for more information. 

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course. Applications for ROL should be made at the time of application for admission to the university and  at least four weeks before the start of the course . Applications for ROL are processed free of charge.  Late applications will not be considered.  Please visit the  School of Education ROL pages  for full information and how to apply.

Our step-by-step guide covers everything you need to know about applying.

Where you will learn

Jubilee campus.

Jubilee Campus has eco-friendly buildings, alongside green spaces, wildlife and a lake. 

This campus is home to our business, education and computer science schools, as well as a sports centre and student accommodation.

You can walk to  University Park Campus  in around 20 minutes or catch a free hopper bus. Nottingham city centre is 20 minutes away by public bus.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

There are very few extra costs that you need to factor in. We provide an extensive e-library (books and journals), comprehensive study materials and dissertation guidance.

However, you should budget on buying a maximum of two core texts for each of the four taught modules – even when core texts are available through the library, we recommend students get their own copies to keep and refer to. These titles are all widely available, but the costs may vary depending on the format.

There are many ways to fund your postgraduate course, from scholarships to government loans.

We also offer a range of international masters scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers.

Check our guide to find out more about funding your postgraduate degree.

• Careers advice
• Job prospects

We offer individual careers support for all postgraduate students .

Expert staff can help you research career options and job vacancies, build your CV or résumé, develop your interview skills and meet employers.

Each year 1,100 employers advertise graduate jobs and internships through our online vacancy service. We host regular careers fairs, including specialist fairs for different sectors.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

Graduate destinations

School of Education graduates go on to a varied range of careers within the education sector. Example roles include: education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors.

Many of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Career progression

95.2% of postgraduates from the School of Education secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £28,108.*

* HESA Graduate Outcomes 2020/21 data published in 2023. The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time, postgraduate, home graduates within the UK.

Related courses

Teaching english to speakers of other languages (tesol) online ma, education ma, education (online) ma.

The Teaching Excellence Framework (TEF) is a national grading system, introduced by the government in England. It assesses the quality of undergraduate teaching at universities and how well they ensure excellent outcomes for their students in terms of graduate-level employment or further study.

This content was last updated on Monday 05 August 2024. Every effort has been made to ensure that this information is accurate, but changes are likely to occur given the interval between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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Western Education's MPEd | Field of Teaching English to Speakers of Other Languages (TESOL)

The Master of Professional Education in the field of Teaching English to Speakers of Other Languages (TESOL) is a dynamic course-based program that helps students develop the required competencies to become effective teachers of English. This program was originally designed for international candidates who wish to enhance their skills in teaching English as a foreign language, but it also attracts domestic students.  

 This  is an exclusively onsite graduate degree program.

Improve your teaching skills

Learn about classroom research

What I like about my MPEd program is that it is incredibly rewarding to be involved in the field of equity, diversity and social justice. The course has such meaningful and applicable content which is so relevant in today's world!

This program has helped me realize the strengths of a diverse society, and how we must seek to find balance in our lives. It has helped me be more aware of difference and similarities that unite us all.

-Katherine Laid, Graduated 2020

Beyond the program details

• A four-year degree (20 full courses or equivalent) from an accredited university.
• Minimum "B" standing (70%) or equivalent in the final two years of study.
• IELTS 6.5/9 overall with no individual score less than 6.0.

Recommended:

• Prior language teaching experience.
• Previous degree from an area with connections to TESOL (e.g., Linguistics, Communication).

Exceptions to the above requirements:

• Bachelor of Education and Additional Qualification course grades are not used in calculating admission averages.
• Applicants with 3-year degrees will be considered on a case-by-case basis. Experience as an educator in a professional setting may be taken into account as will additional relevant qualifications.

Probationary Status: If applicants do not meet all requirements, they may be offered admission as a Probationary Student, on condition that they maintain a 75% average in each of the courses.

Please visit this link for Admission Requirements.

Tuition amounts are set each year by Senate and then published on the Office of the Registrar's  Fees Schedules  web page. Fees are assessed once each term (Fall, Winter, Summer).

Current students can access fee information by logging into the  Student Centre  (use your Western email log in and password). Students are notified each term once fee amounts have been posted in the Student Centre; it is each student's responsibility to log into the Student Centre and pay fees by the due date indicated. Failure to do so may result in a late payment fee or deregistration.

For questions about fees, including how to pay fees and the methods of payment that are accepted, students should go to the  Student Financial Services  pages of the Office of the Registrar's web site or contact Student Financial Services (Office of the Registrar) at 519-661-2100.

The Graduate Student Affordability Calculator was designed for you to get a better estimate of what it will cost to attend one of Western's graduate programs for one year. The calculator is not a promise of funding or a place to access scholarship support or financial aid; rather, it is intended to provide you with an accurate estimate of how much money you will need to pay for your tuition, fees, housing, food, and many other necessities for a 12-month (three-term) academic year.

The Faculty of Education recognizes the financial commitment required to pursue professional graduate studies.

As the majority of our programs are fully online, we offer students flexible learning that allows them to fund their education by remaining in their current employment. Some employers offer subsidization or time release opportunities for the professional learning of their employees. As a result, internal funding is not available for these programs.

There are also many external funding opportunities for competitive candidates in our professional programs.  Download this PDF file  for an additional list of over 30 external awards (see more information below). Also, visit online sites that contain numerous award opportunities.

• Scholarships Canada

Many private financial institutions offer financing options (with particular rates and payment plans) to full-time students. Please contact a representative of your preferred financial institution for more information.

Provincial governments offer a variety of loan programs to help students finance their studies. Ontario residents may be eligible to apply for OSAP.

The Government of Canada's  CanLearn website  provides a listing of contact information for the offices of all government student financial assistance programs. Please visit CanLearn to find your province or territory listing. The Government of Canada implemented the Lifelong Learning Plan (LLP) to encourage higher education and training. The LLP allows you to withdraw up to $10,000 a year from your registered retirement savings plan (RRSPs) to finance training or education for you or your spouse or common-law partner. For further information on this plan, visit the government's LLP website

While this is an onsite program and computer labs will be available to students, we recommend that students bring their own laptops for study, project, and roaming purposes.

Program information

Description.

The Master of Professional Education in the field of Teaching English to Speakers of Other Languages (TESOL) is a course-based program that helps students to develop the required competencies to become effective teachers of English. This program can be completed in one year. It was originally designed for international candidates who wish to enhance their skills in teaching English as a foreign language, but it also attracts domestic students.  

Benefits of Studying in Ontario, Canada at Western University

Canadian universities provide the best value among US, UK, and Australian universities

• Western University has many social and professional development events for graduate students.

Learn more about the international graduate student experience at Western University by visiting the following websites:

• English Language Centre
• International and Exchange Student Centre
• Graduate and Postdoctoral Studies for International Students

Graduate Studies for International Students at Western University

Western is committed to providing culturally sensitive and inclusive services to all students, faculty and staff, while embracing the multiculturalism which defines our campus body. 

There are many opportunities to get involved with international activities on campus, including joining clubs and campus projects, to volunteering with Western's international community and attending seasonal events:

• Western International

Important Notes

• The successful completion of a Master of Professional Education degree does not amount to certification with the Ontario College of Teachers (OCT).
• This program familiarizes students with the latest research in the field of language education, but it is not a research-intensive program with a thesis component. It provides excellent preparation to students who wish to apply for admission into a research-intensive Masters (M.A.) program but may not be considered sufficient preparation for direct admission into a Doctoral (PhD) program.

The objective of the MPEd, TESOL is to provide learners with a systematic understanding of knowledge and a critical awareness of current problems and/or new insights that is informed by literature in the fields of TESOL and Applied Linguistics.

At the end of the program, students will demonstrate a conceptual understanding of research and pedagogical competence that enables:

• a working comprehension of how research has been conducted to inform TESOL practice;
• a critical evaluation of the research literature in the disciplines or TESOL and Applied Linguistics; and
• the ability to critically analyze and evaluate complex pedagogical problems of practice based on established and/or innovative principles and techniques in TESOL.
• Awareness and understanding of TESOL literature and pedagogy. The ability to apply the existing body of knowledge to critical analysis of questions and issues relevant to the practice of TESOL in varied settings.
• the exercise of initiative and of personal responsibility and accountability;
• decision-making in a variety of TESOL situations;
• The intellectual independence required for continuing professional development;
• The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible classroom conduct; and
• The ability to appreciate the broader implications of applying knowledge to particular contexts.
• The ability to effectively communicate ideas, concepts, issues, and arguments about TESOL using the most appropriate genres and modes.
• Demonstrated cognizance of the scope and complexity of TESOL literature and practice, including the potential contributions of other interpretations, methods, and disciplines.

Timing/delivery

Full-time students:

Students are required to take 8 courses for successful program completion.

This is a complete listing of the courses that are approved to be offered. Each year will include eight of the following courses required for successful program completion.

Please note : students are required to take 8 courses

ED 9300 Understanding Second Language Learning and Teaching

This course examines various factors and concepts related to the acquisition/learning of an additional language. Topics such as competence and performance, formal and informal learning, first and second language acquisition, models of second language acquisition, learning styles and strategies, and factors affecting language learning will be discussed in this course.

ED 9301 Social Approaches to Language Learning and Teaching

This course looks at sociolinguistic issues that are central to second language learning and teaching. It examines factors such as language attitudes and motivations, variations in language, language policies and their applications to TESOL.

ED 9302 Teaching and Learning Vocabulary

The aim of this course is to develop the knowledge necessary to comment critically on vocabulary research and practice, and create an effective plan for vocabulary learning within a course. Issues that teachers must consider when planning for vocabulary will be examined and applied to a teaching and learning program.

ED 9303 Computer-Assisted Language Learning (CALL)

This course looks at theoretical and practical issues in Computer-Assisted Language Learning (CALL). Students will examine the different CALL resources and be involved in using, evaluating and designing digital tools for language learning and teaching. 

ED 9305 Discourse Analysis and Language Teaching

Discourse analysis involves the investigation of language in use. This course examines the analysis of spoken and written discourse structure, and discusses its applications to language teaching.

ED 9306 Syllabus and Materials Design

This course explores and evaluates various approaches and theories relating to syllabus and materials design in the English language classroom. A primary objective is to help students to improve upon their abilities to create and assess materials and syllabi for use in their own teaching.

ED 9307 Language Teacher Education

This course critically examines current approaches to second language teacher education and looks at the development of strategies for critical self-awareness and self-evaluation.

ED 9308 Teaching & Learning Grammar

This course involves the analysis and evaluation of different pedagogical interventions that are intended to promote the learning of grammar. The course is designed with a view to helping teachers to improve their design of course materials and classroom activities.

ED 9309 Second Language Assessment

This course involves the study of the theory and practice of language assessment, with a particular focus on classroom learning. Both formal tests and a range of alternative forms of assessment are covered.

ED 9311 Teaching Reading and Writing Skills

This course discusses methods to help students develop and improve their reading and writing skills in the second language. It examines relevant research and applies research-informed principles to the design of reading and writing activities inside and outside the language classroom. Due attention is also given to feedback strategies.

ED 9312 Teaching Listening and Speaking Skills

This course discusses methods to help students develop and improve their listening and speaking skills in the second language. Due attention is given to the teaching of pronunciation (including prosody). Research-informed principles are applied to the design of instructional materials and classroom activities.

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MA in TESOL

Total units required for MA: 33

Program Description

The MA in Teaching English to Speakers of Other Languages (TESOL) requires extensive study of linguistics and pedagogy, as well as actual teaching and/or tutoring experience with second-language students. The culminating experience of the MA TESOL Concentration is the comprehensive examination.

The MA TESOL provides professional preparation and training in the theory and practice of teaching English to non-native speakers. The program is designed for graduate students who expect to teach in community college or secondary or adult education settings in the U.S. or in adult or university level courses overseas. The program is also preparation for the Ph.D. in Applied Linguistics.

Admission Requirements

To ensure that students entering the program have the potential to succeed, both in the program and in their teaching careers, the MA TESOL has the following admission requirements:

• a baccalaureate degree with a minimum 3.0 GPA, including a 3.0 GPA in the final 60 units;

Students from foreign universities must provide proof of English language proficiency prior to admission by achieving a minimum score on one of three approved tests:

• 90 on the Test of English as a Foreign Language (TOEFL), with a score of 22 on the writing subsection
• 6.5 overall band score on the International English Language Testing System (IELTS)
• 65 on the Pearson Test of English (PTE)

• Students should complete all prerequisites before enrolling in a graduate-level (200 and above) courses. A student who has not completed all prerequisites may be dropped by the instructor from a graduate-level course; 
• Preference will be given to those students who have completed 2 semesters of college-level foreign language (6 units).

Admission Procedures

Applications are accepted on a first-come, first-served basis. Enrollment is limited, so applicants should file as early as possible in the semester prior to intended admittance. Students not meeting all requirements may be conditionally accepted as long as space is available in the program. Applicants must complete a university application by the posted application deadline date for the term applying. For more admissions information and application deadlines, please visit http://www.csus.edu/gradstudies/ . 

Note: Because of the budget constraints, undergraduates and unclassified graduate students can be admitted to TESOL graduate courses on a space available basis only.

The following materials must also be submitted:

• Personal statement of no more than 300-500 words. The personal statement should discuss the applicant's interest in the program and the experiences (academic and non-academic) that have shaped this interest and prepared the applicant for graduate work in this field.
• Three confidentially submitted recommendation forms for all students (both California State University, Sacramento and other institutions). Students graduating from universities other than California State University, Sacramento, must also provide formal letters from their three recommenders in addition to the completed recommendation forms.

Minimum Units and Grade Requirement for the Degree

Units required for the MA:  33

Minimum Cumulative GPA:  3.0

• Up to 3 units of ENGL 299 may apply to the degree.

Advancement to Candidacy

Each student must file an application for Advancement to Candidacy indicating a proposed program of graduate study. The procedure should begin as soon as the classified graduate student has:

• removed any deficiencies in admission requirements;
• a plan of study that has been filled out with the help of the TESOL Advisor;
• completed at least 12 units of 200-level courses in the Master's Degree program with a "B" or better in each course; and
• take a Graduate Writing Intensive (GWI) course in their discipline within the first two semesters of coursework at California State University, Sacramento.

Advancement to Candidacy forms are available on the Office of Graduate Studies website. The completed form is then returned to the Office of Graduate Studies for approval.

The MA in TESOL includes the Certificate of Advanced Study in TESOL. Coursework for the Certificate must be completed with grades of "B" or better. Credential candidates may apply for Supplemental Authorization in ESL through the Commission on Teacher Credentialing. Candidates for the Adult Education Credential in ESL may apply through their local County Office of Education. An extensive job file for employment in the U.S. and overseas is maintained in the TESOL Program Office, Calaveras Hall 138.

Program Requirements

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A young Chinese woman who completed her undergraduate studies last year, 2016, in the areas of Mathematics and Finance, TESOL represents a career change. I have fallen very much in love with my current professional position as a language teacher in an after-school program teaching English to immigrant Chinese-speaking children. Thus, despite majoring in another area, I have long been interested in language and, in fact, served as a TA for a class in Chinese Linguistics. I teach Mandarin to Americans and English to Chinese people – serving as a professional bridge between are two societies. During my undergraduate study, I was a TA for our Chinese Linguistic class. I have also done one-on-one tutoring, to provide help for Americans. 

I take special delight in learning new languages, especially as far as this helps me to appreciate diverse cultures. When I was a child, I especially loved learning English in the way that most children do in Iran: coloring books, songs, imitating our teachers. Much of my teenage years were spent in English, music, watching movies, mimicking the singers, how they expressed their feelings, showed their sorrow; gradually becoming increasingly sensitive to the critical roles of cultural and societal norms. I have always excelled at the English language among my peers, which is why I want to devote myself professionally to this area.

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Teaching English to Speakers of Other Languages (TESOL), MA

Become a Leader in Language Teaching

You understand the importance of teaching and you’re ready to make a positive impact on learners around the world. Pursue your master's degree in Teaching English to Speakers of Other Languages (TESOL) and take the next step in your development as a teacher of English.

What Will You Learn?

The master’s in TESOL program at IUP is research-driven and will prepare you to teach English as an international language.

• Gain valuable direct classroom experience. Working with faculty members, you will observe and teach plurilingual students.
• Learn in community. The program is based on a cohort model. Over the course of two academic years, you’ll take required and elective courses with a group of fellow TESOL master’s students.
• Explore the bigger context. Study how English as a global language is situated in the sociopolitical context. Together, we’ll investigate issues of power and how these forces are connected to learning and teaching English as a second language.

Imagine Your Future

By earning your master's in TESOL, you’ll be well prepared for a variety of rewarding opportunities—and, you’ll stand out in a competitive market. Here are just a few possible paths after graduation.

• Secure a teaching position abroad or in a US community college.
• Enter a doctoral program in applied linguistics, composition, curriculum and instruction, or writing/rhetoric.
• Join a publishing company specializing in English as a Global Language and utilize your expertise developing texts and materials.
• Become a leader in a nonprofit or government agency.

Classes and Requirements

The MA TESOL consists of 36 credit hours, immersing you in the complexities of English as a global language.

What You’ll Study

• First year, fall semester: Requirements are Introduction to TESOL; ESOL Teaching Methodology, Materials, and Instructional Technology; and Introduction to Research in Applied Linguistics and TESOL.
• First year, spring semester : Second Language Acquisition; Second Language Literacy; and Cross-Cultural Communication.
• Second year, fall semester : Observation in Teaching English plus two electives.
• Second year, spring semester : Practicum in TESOL plus two electives.

Choose your electives based on your interests. Possibilities include: Global Englishes; Language Teacher Identities; Research and Practice in the Teaching of College Composition; and Language and Social Context.

Full Academic Catalog Listing

The course catalog is the official reference for all our degree and course offerings. Check it out for a full listing of the classes available and requirements for this degree.

Pathway Options

Choose the format that works best for you and launch a fulfilling career teaching English as a second language.

Early Admission for IUP Undergraduates

Early admission is possible. Learn more about the early admission process.

One-year Certificate

Explore the one-year TESOL graduate certificate of recognition program.

Teach and Learn

If you’re interested in teaching while studying, it’s possible to take courses for two consecutive semesters; seek a teaching position outside the US; and return to IUP within two years to finish the master's in TESOL program.

IUP Institutional Requirements

To learn about graduate admissions at IUP in general, candidates to the MA in TESOL program should visit the Graduate Admissions website to access:

• Application Information: Admission requirements and application instructions
• Forms and Applications: Admissions application, international forms
• Financial Information: Tuition and fees

For more general information about graduate applications to IUP, please call the IUP Admissions Office at 724-357-2222 or e-mail [email protected] .

MA TESOL Program Requirements

 In addition to meeting IUP's general graduate admissions requirements, candidates to the MA in TESOL program should be aware of the following:

• Candidates are expected to have at least a 3.0 GPA   (B average), preferably in a relevant field of study such as TESOL, ESL, EFL, second/foreign language, linguistics, English, composition, literature, education, sociology, psychology, anthropology, or history.
• Candidates with strong academic records but with backgrounds in other disciplines may be admitted conditionally pending completion of ENGL 526 ESL Methods and Materials.
• Candidates are not required to take the Graduate Record Examination (GRE), but may submit it to bolster their applications.
• Candidates who are speakers of English as a second language are required to submit with their applications a minimum TOEFL score of 570  paper-based (PBT), or 88  internet-based (iBT), and a minimum TWE  (Test of Written English) score of 4.5.

All applications to the MA TESOL program will be assessed according to the following admissions criteria:

• Academic record and other evidence of academic ability
• Quality of the personal statement of goals.  You may include in it a rationale for selecting TESOL and the IUP MA in TESOL program, an explanation of the relevance of your academic and professional background to your graduate studies, and a statement of your academic and professional goals.
• Disciplinary background
• Letters of recommendation.  These are reviewed for the evidence they provide about the applicant's academic, scholarly, teaching and other professional accomplishments and abilities, as well as for his/her general human, social, communication, and other related skills.
• Teaching/professional experience
• Language proficiency  (only for speakers of English as a second language)

For more information about applications to the MA TESOL Program, please contact 724-357-2263, visit the MA TESOL program web page , or e-mail [email protected] .

MA TESOL Application Instructions

To apply to the MA TESOL Program, please submit the following materials to IUP Admissions:

• Online Application: available at How to Apply to IUP Graduate Admissions
• Official transcripts from all colleges and universities attended, even if a degree was not obtained from a particular institution
• Signed, dated personal statement of academic and career goals
• Two letters of recommendation
• TOEFL score (only for speakers of English as a second language)
• Nonrefundable $50 application fee

Create your IUP Admission Profile to submit your online application, request letters of recommendations, and upload additional materials. Send official transcripts and TOEFL scores to:  Indiana University of Pennsylvania Admissions Office Sutton Hall, Suite 120 1011 South Drive Indiana, PA 15705

Application Deadlines

Application deadline-All application materials must be submitted  by February 1.

English Graduate Organization

The IUP English Graduate Organization (EGO) is a place where you can share your ideas and experience as a graduate student with your peers. The organization serves as a place to foster scholarship, make friends, learn about and participate in social and academic events, and to ensure that your voice as an English graduate student is heard.

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• Applications for further study
• Personal statement for teaching
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Writing a personal statement for further study.

The personal statement is your opportunity to convince academic admissions tutors of your suitability for the programme.

• You should demonstrate academic interest, subject specific knowledge, ability and motivation to succeed.
• The statement will only be convincing if the points are backed up by hard evidence ie examples drawn from academic achievements, work experience and extra-curricular activities.
• The statement needs to be concise and should only include information that is strictly relevant. Don't tell your life story.
• Consideration needs to be given to the content, structure and style of the statement.
• Organise the information; focus on one topic/theme at a time and ensure the text logically progresses.
• Be positive and try to start each section with the most impressive evidence or information.

Always follow the instructions on the form. Word length and content may be specified.

Structuring your statement

You can change the order to highlight the areas you feel are most important to your application and create a natural flow for the reader.

These are some suggestions, you may not have everything under every heading and some may not be relevant for you.

Why this university?

Be specific – don’t make generic statements such as “Because you are an internationally-renowned university with an excellent academic reputation”. If the university itself made a difference in your choice - what was this?

• Have you studied there before and enjoy the environment?
• Is it's location and the opportunity to gain work experience locally a factor?
• Has it got a strong reputation in this particular field of research?
• Are there specific academic staff you want to do research or study with?
• Perhaps it offers something else unique?

Why this subject?

• Your motivation - When did you become interested in this subject and what have you learned about it?
• Explain what drives your interests and provide strong evidence to back up your claims - e.g. include authors you admire, theories / problems which interest you, conferences you have attended, or relevant work experience.
• What is it about the structure of the course, or the choice of modules, that appeals to you? Did you attend an open day or talk to lecturers?
• Demonstrate subject knowledge, through relevant prior learning, projects, dissertations, case studies etc. It could also come through relevant work experience in this field
• It is especially important to demonstrate your commitment if you are applying to a conversion course – why the change of direction?
• In the case of PhD applications, explain what of their research you’ve read. Reference their journal articles or books, explain what interests you and where you have further questions. You don’t have to be an expert yet, but they will want to know that you’ve read their work.

Academic ability

• Academic achievement - have you got what it takes to do this course? Grades in key relevant subjects.
• The standing of the institution where you are studying / have studied.
• Do you stand out? Academic prizes for exams or dissertations.
• Does it match your learning style - can you demonstrate this? Will you have to do group projects can you demonstrate teamwork or leadership?
• Can you demonstrate the dedication and resilience required to complete the course? Ability to use initiative, problem solve, manage workload, work to deadlines, work under pressure.
• Other academic skills relevant to the course, computing skills, knowledge of relevant scientific techniques, analytical or research skills etc. Explain your skills in detail - do not assume the reader will understand your capabilities just by reading the title of your final year project.

Personal skills & experience

You can talk about work experience, volunteering and extracurricular activities in more depth here, but make sure you are evidencing key knowledge or skills needed for this course and your future career options.

Your future?

What are your career aims? How will this course help you achieve them? Knowledge, skills, accreditation with professional bodies etc. If, for example, if you have a particular career or job in mind, talk briefly about this on your application. The same applies if you plan to go on and do an MPhil / PhD in your chosen subject.

Learn about options and applying for postgraduate study

• Get Ready for Postgraduate Study Pathway

Learn at your own speed, whenever and wherever you want. Complete short online modules including a mix of activities to help you gain confidence and build your skills.

Further help

• Application and cover letter appointments

Examples and guidelines

• Writing the personal statement (Owl Purdue Online Writing Lab - USA applications)
• Examples for LPC and Psychology conversion courses
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• Postgraduate Programmes by Coursework

Master of Arts in Teaching English to Speakers of Other Languages

Programme Overview and Aims

• Programme Structure
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Enquiries Information

Application and Admissions

Contact: Faculty of Education

+852 3917 4659

Academic Matters

Contact: Miss Nicole Tavares (Programme Director)

+852 3917 2175

MA(TESOL) is a full time programme, extending over one academic year, including the summer semester.

Why MA(TESOL)?

The Master of Arts in Teaching English to Speakers of Other Languages [MA(TESOL)] programme equips students with a thorough grounding in current research, teaching theory, principles and practices in English language education, applicable in schools, universities and other educational institutions in Asia and beyond.

The programme is jointly offered by the Faculty of Education and the  Centre for Applied English Studies in the Faculty of Arts  and is designed for university graduates and graduating students. It is targeted primarily, but not exclusively, at teachers of English to speakers of other languages. Students will be supported by a strong team of highly experienced teachers and researchers in closely examining and critically analysing established and cutting-edge issues in the field. Through collaboration with local schools and NGOs, the programme provides students with ample opportunities to gain first-hand experience of language teaching pedagogy and to reflect on the theory-practice nexus.

Who can apply?

• School English teachers and other English education professionals with a keen interest in or experience of TESOL; or
• Graduates/graduating students majoring in English or a relevant field such as Linguistics, English Language Education or English Language and Literature.

The Major Aims

The MA(TESOL) curriculum aims to develop candidates’

• understanding of key concepts, theories and research related to TESOL;
• knowledge of a wide range of perspectives on the theory, policy and practice of TESOL;
• capacity to analyse, synthesise and evaluate primary and secondary sources of research in TESOL and applied linguistics;
• ability to investigate a specific field of study in depth and carry out an independent research project.

Programme Recognitions

The MA(TESOL) programme is included in the SCOLAR list of “ Recognised English Language Major Degree Programmes ” (page 14, item 94) and the list of “ Programmes Accepted for Grants under the Professional Development Incentive Grant Scheme for Language Teachers ” (page 13, item 94). The programme is also accepted as an English language major degree for meeting the Language Proficiency Requirement (page 6, item 55).

For details, please visit the websites of the Education Bureau about “ Recommendations of Standing Committee on Language Education and Research on Language Teacher Education and Qualifications ” and “ Exemption from the Language Proficiency Requirement (LPR) ”; and SCOLAR about “ Grant Schemes ”.

Salma Ghandour

The MA(TESOL) programme opened my eyes to the depth of language teaching beyond the theoretical. Every week I was faced with tackling a new challenge, structuring a new lesson plan, and finding the right balance for my classroom – wherever that ended...

The MA(TESOL) programme offered me a valuable opportunity to reflect and experiment. Armed with a strong foundation in language education, I was able to consider my past teaching experience through a critical lens and examine how pedagogical theories could better inform my practice...

I was able to work on what I am always passionate about, and prioritise my learning process with the aid of experienced Faculty mentors, who I look up to when I begin to teach these days. 

The MA(TESOL) at HKU provided me with one of the best learning experiences I have ever had in my life.

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Is a Master’s in TESOL Worth it?

By hela golden.

August 19th, 2024

Read Time Estimate: 7 minutes

Discover Your Path to Professional and Personal Growth

Are you passionate about teaching English to speakers of other languages (TESOL)? The decision to pursue higher education can be a transformative journey, shaping your career, perspectives, and future. But you might be wondering: Is a Master’s in TESOL worth it?

As the world becomes more interconnected, the demand for individuals proficient in English as a second language continues to rise. TESOL is a dynamic field dedicated to empowering individuals to communicate effectively in a foreign language, particularly English.

The TESOL International Association offers a career quiz to help you decide what your TESOL journey can look like.

Expertise and Specialization

To meet the global need, schools in the United States have created programs like the master’s program in TESOL. Through these programs, you will learn about:

• language learning
• cultural differences
• language acquisition
• linguistics
• teaching methodologies
• language structures
• educational theories
• effective instructional strategies

This knowledge strengthens your teaching skills and supports language learners with different needs in various educational settings.

Prerequisites

Please note that before you apply for a master’s program, you must have a bachelor’s degree. Your degree does not need to be in the same field you are pursuing for your master’s. Additionally, when applying, graduate programs commonly expect letters of recommendation. Be sure to look into prerequisites to find the right program for your needs and goals.

Career Advancement

A graduate degree improves job prospects and allows for career advancement in teaching at universities, language schools, or corporate settings. With a TESOL master’s degree, you have more job options and become a highly desired language education professional. Many institutions, both domestically and internationally, prefer candidates with advanced qualifications.

Opportunities for Promotion

Additionally, graduate programs also boost your qualifications for a promotion. With this advanced expertise, you can pursue leadership roles within educational institutions or even become a curriculum developer. These positions allow you to have a greater impact on language education and shape the student’s learning experiences.

Chances of Getting the Job

A TESOL master’s program equips you with the necessary skills to work with diverse groups of language learners. Whether it’s teaching English as a second language to young children or instructing adults in a business setting. Your learned teaching methods allow you to adapt to meet the specific needs of each group. This enhances your employability but also enables you to make a meaningful difference in the lives of your students.

Leadership Roles

Beyond traditional teaching positions, a Master’s in TESOL can lead to leadership roles within educational institutions. You could find opportunities as a curriculum developer, program coordinator, or academic director. These roles let you shape language education policies, create new curricula, and guide other teachers, impacting language education as a whole.

Diverse Career Prospects

Moreover, the knowledge and understanding gained through a master’s can also open doors to opportunities beyond traditional teaching roles. You may find yourself working as a language consultant. This role involves providing guidance and support to organizations that require language training for their employees. Additionally, you could explore opportunities in educational publishing, curriculum design, or even research in the field of language acquisition.

Impact as an Educator

In TESOL, English proficiency is important because it helps people from different cultures understand each other better. It helps people in school, work, and social situations and also offers more chances for success by removing language barriers.

As an educator teaching English as a foreign language, you provide a higher quality of education to your students. You incorporate evidence-based practices, academic research, and innovative teaching techniques into your classrooms. This improves learning and helps students succeed academically and linguistically. It also makes them feel more at ease when communicating in a globalized world.

Empowering Communities

Master’s in TESOL graduates often work with diverse communities, including immigrants, refugees, and underserved populations. By imparting language skills, you empower individuals to integrate into society, pursue higher education, and access better employment opportunities. This transformative impact ripples through communities, breaking down language barriers and fostering cultural understanding.

Research and Contribution to the Field

A Master’s degree in TESOL provides you with the skills and knowledge to engage in educational research. By conducting studies, analyzing language acquisition patterns, and exploring effective teaching methodologies, you contribute valuable insights to the field. Your research findings inform educational practices, influence policy decisions, and advance the overall understanding of language education.

Personal Growth and Cultural Enrichment

Beyond the professional realm, pursuing a Master’s in TESOL fosters personal growth and cultural enrichment. Engaging with diverse student populations and immersing yourself in different cultures broaden your perspectives, enhance your empathy, and promote global awareness. These experiences improve your life and your students’ lives, fostering a sense of connection in a globalized world.

Your Path to a More Connected World

A Master’s in TESOL is a great opportunity to shape your future and the future of others through education. Investing in better language teaching helps you succeed and brings people together by removing language barriers. It creates a world where communication is limitless. Choosing a Master’s in TESOL is not only investing in education but also in a better, more inclusive, and understanding world.

NDNU’s Online TESOL Program

A distinctive feature of the Notre Dame de Namur’s MA TESOL program is its commitment to social responsibility and multicultural education. Graduates are not only prepared to excel in language education but also to champion human rights and diversity within their communities.

This School of Education program aims to enhance your teaching abilities to help people learn languages and teach in various countries. It focuses on immigrants, their children, and communities that don’t have many resources.

100% Online Master’s Degree

NDNU offers a great TESOL program for those who want to teach English to non-native speakers. This is an excellent online education program that is open to people from various backgrounds worldwide.

This new online platform offers a values-focused education in TESOL, using the latest advancements and modern technology. It offers education based on values and keeps up with the latest in TESOL and technology.

Distinctions of the NDNU MA TESOL

As you delve into educational literature, you will:

• Develop a keen eye for evaluating ideas and approaches from a theoretical perspective.
• Become skilled at selecting and using TESOL methods supported by research, enabling you to make informed choices about teaching techniques.
• Learn about teaching tools and technology for students from different cultures and languages, and different skill levels.

These valuable resources enrich your capacity to create meaningful and effective learning opportunities for your students.

Shaping Current and Future Educators

NDNU’s master’s program allows educators the opportunity to earn advanced degrees in TESOL. Students learn to become English teachers in an online global classroom, gaining knowledge, understanding, and practical skills.

The program equips you with the necessary tools and technology to effectively engage and support students from different cultures and languages. Use interactive platforms and multimedia to create a dynamic learning environment that meets your student’s individual needs.

Furthermore, the program emphasizes the importance of staying updated with the latest research and advancements in TESOL. By continuously expanding your knowledge base, you can stay informed about emerging teaching techniques that benefit diverse educational settings.

Build Your Educational Community

Having professional resources benefits your career which in turn impacts the quality of education your students receive. NDNU’s TESOL program also fosters a sense of community among educators.

You have the opportunity to connect and share ideas with educators worldwide through online forums and collaborative projects. This worldwide group of experts offers a place to exchange ideas, discuss problems, and get guidance, improving your teaching.

Small Class Settings

Whether in person or online NDNU has always emphasized small teaching classes. This means that you as a student have more one-on-one opportunities with your professor. On average class sizes vary between 10 to 15 students at max. The online class size also benefits the connection and networking you will be able to foster with your peers.

Teach from Your Home

Post graduation, you can give back to your community by working in person on school sites. Or you have the opportunity to travel abroad for a permanent change to pursue your TESOL career. And lastly, you can teach from the comfort of your at-home office via video calls.

Online learning offers flexibility and accessibility, allowing educators to gain theoretical knowledge and practical skills for their current and future roles. As an online English teacher, you can connect with students from different cultures and language skills.

As a result, you can adapt your teaching approach to meet the ever-changing needs of your students. You can use language learning apps and virtual reality to create fun and immersive learning experiences.

Discover Your Ideal TESOL Program

Embarking on the journey to earn a Master’s in Education is a transformative two-year experience. When choosing the right graduate school, it’s crucial to align your interests, skills, and long-term career goals. Consider the TESOL field that aligns with your passion for teaching language. Reflect on how you would like to shape the future of language education.

Choosing to pursue this educational path can have a profound impact. Your expertise in TESOL can extend far beyond the classroom, influencing educational policies and practices on a broader scale. With more knowledge, better skills, and a strong commitment to teaching, you’ll be ready to motivate and support your future students.

Unleash Your Potential with NDNU

Having recognized the benefits of earning a degree in TESOL, the next step is crucial. Joining a grad school program helps you make a positive impact on students’ lives by building connections and gaining important skills. By choosing NDNU and its specialized TESOL offerings, you’ll be prepared to advance the field of language education.

Explore the possibilities and unlock your potential in the dynamic world of TESOL education! If you are interested in applying to NDNU’s TESOL program, please fill out a request for information form below.

Notre Dame de Namur University 1500 Ralston Avenue Belmont, CA 94002 (650) 508-3500

Notre Dame de Namur University is an equal opportunity employer firmly committed to non-discrimination in its hiring and other employment practices and personnel policies. In compliance with all applicable federal and state laws, except where a bona fide occupational qualification exists, NDNU will make employment decisions irrespective of the staff member’s race, color, religion, religious creed, ancestry, national origin, age (except for minors), sex, marital status, citizenship status, military service status, sexual orientation, medical condition (a cancer-related or genetic condition), disability and/or any another status protected by law. When necessary, the NDNU will reasonably accommodate individuals with disabilities if they are otherwise qualified to perform all essential functions safely and do it without undue hardship to the NDNU. Inquiries regarding the College’s equal opportunity policies should be directed to the Human Resources Department via email at  [email protected] . NDNU admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school administered programs.

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Magellan Solutions USA launched under the visionary leadership of Mark A. K. Dee, Chief Executive Officer – a consultant and service provider for healthcare administrative support, IT development, energy, call center, and business process outsourcing. Mark has served in various multi-level management positions in his 21 years of service in the United States Air Force (USAF). He performed as Immunology and Microbiology department manager, Medical Laboratory Assistant Director, Facility and Security Manager, and finally retiring in the military in 2008 as Superintendent/Assistant Chief of Operations of 330 personnel Medical Group. Mark has experiences in the services industries since he retired, including running a restaurant chain as the CEO. He has also developed other businesses in the Martials Arts studio and 3d-printing industries. He has a BS in Health Sciences and Hospital Administration, Board Certified in Clinical Laboratory Sciences, Graduated in the Senior Executive Leadership School from the USAF, Master’s in Business Administration, and a Master’s of Science in Systems Management at Notre Dame De Namur University.

Chosen Cheng

Chosen Cheng is owner of CMC Group, a privately held engineering and marketing consultancy for small business startup ventures. He currently works with project teams developing patented award-winning solar roofing systems and patent pending drone-based augmented reality geological and thermal mapping solutions. He was formerly a Silicon Valley marketing and innovative corporate training manager. As an avocation and a way to “pay it forward” he enjoys teaching and career coaching college and graduate MBA students many of whom are pioneering first generation college students from underserved communities. He and his wife, a Notre Dame alum, celebrated their wedding reception at the Ralston Mansion in the 70’s and have two stupendously successful, married adult children who between them have four stupendously adorable grandchildren.

Arthur Chait

Entrepreneur, Executive, Engineer, Investor, Professor, Mentor. Founder & CEO EoPlex Inc. ($31 million VC funded startup acquired by ASTI Singapore). President Stanford Research Institute (SRI) Consulting Division (800 staff worldwide). SVP Flextronics (responsible for $8 Billion in global accounts). President Zitel Software. Principal Booz Allen. R&D Director Halliburton. Adjunct Professor Menlo College, Visiting Professor Universidad Francisco Marroquin (Guatemala), Mentor Draper University, Judge Startup Chile. BS Engineering Rutgers, MBA Strategy University Pittsburgh.

Kelly Cansler

Kelly completed both her BS (Finance/Economics) and MBA from NDNU. She utilized her business education to launch an insurance agency in 2008 with Farmers Insurance. It’s grown into multi-million-dollar agency, organically and through acquisition. She has been recognized by Farmers Insurance being ranked within the top 10% of agents nationwide, but also as a speaker, trainer, and mentor within the Farmers Insurance Community. Kelly is extremely connected with local businessowners through several networking channels.

Cliff Burnette

Cliff is the senior vice president and chief human resources officer at Rambus, a global chip and IP provider that advances data center connectivity and solves the bottleneck between memory and processing. Cliff has over 20 years of experience leading global human resources operations for publicly traded companies with expertise in employee relations, organizational development, and compensation strategy. Prior to Rambus, Cliff worked for several other high-tech companies in the semiconductor and medical device space and holds a bachelor’s degree in Business Management and Marketing from Texas State University and a master’s degree in Human Resources Management and Organization Development from the University of Texas at Austin.

Memo Morantes

Memo Morantes has been a San Mateo County resident for more than 45 years. He has been a three-term San Mateo County Board of Education incumbent, a Redwood City/San Mateo County Chamber of Commerce board member, a Sequoia Hospital Foundation member, a co-chair of the Latino Leadership Council of San Mateo, and a civic/community activist. 

Sheryl Young

Sheryl serves as a director for Philanthropic Ventures Foundation, which provides $10M each year for innovative teachers and social entrepreneurs throughout the Bay Area. Prior Sheryl served as CEO of Community Gatepath and AbilityPath.org. She has over 30 years of managerial experience in operations, finance, and marketing. Young is a graduate of the Stanford University Graduate School of Business Executive Program for Non-Profit Leaders, earned an M.A. of Public Health from UC Berkeley, an M.A. in Special Education from Ball State University and a B.A. in Political Science from Purdue University.

Brian Schumacker

Brian manages South San Francisco-San Bruno’s wastewater treatment plant and with a dedicated staff of over 40 professionals who safeguard community health and protect the fragile San Francisco Bay ecosystem. Brian holds a Master’s Degree in Public Administration and a Bachelor of Arts Degree in Business Administration, both from Notre Dame de Namur University. Brian has also earned the highest levels of professional certifications in wastewater treatment.

Mario Rendon

Mario Rendon serves as District Director for State Assemblymember Kevin Mullin. He develops the communications, public relations and constituent service strategy for the office and supervises a small team that represents Mr. Mullin in the 22nd Assembly District within San Mateo County. He has over twenty year’s experience working with elected officials at the local, state and federal level developing public policy.

Jerry’s public service started with his local neighborhood association that progressed to the California State Assembly and Senate where he authored legislation resulting in laws on issues related to consumer protection, utility safety, coastal protection, public health, education and the environment. Jerry was born and raised in San Francisco, receiving his BA from the University of California, Berkeley and a Teaching Credential from San Francisco State University.

Magda Gonzalez

Magda was most recently the City Manager for the City of Half Moon Bay, California. Prior she was the City Manager of East Palo Alto, California and Assistant City Manager, Redwood City. Magda was President of Cal-ICMA, representing the Local Government Hispanic Network and serves on the Board of Directors for the San Mateo Credit Union and the Latino Leadership Council of San Mateo County. Magda is also a member of ICMA and the State Bar of California and received several awards and recognitions, including Career Excellence Award (WLG) and the Ethical Hero Award from Cal-ICMA.

Jeremy Dennis

Jeremy currently serves as Portola Valley Town Manager. Previously, he’s worked for elected officials at all governance levels, including twice as District Director for local assemblymembers. He worked as the Palo Alto Long Range Planning Director, and for San Mateo County in management roles. Jeremy has a Masters in Urban Planning from the London School of Economics, and graduated from UC Davis studying US History/Political Science.

Kate Comfort-Harr

Kate is Executive Director of HIP Housing, a nonprofit specializing in creative affordable housing solutions throughout San Mateo County. Kate is a frequent speaker on a wide array of affordable housing topics and is passionate about the cultivation of collaborations between the private, public and social sectors. She serves on the Board of Directors for the San Mateo Credit Union and was awarded the Chamber San Mateo County’s 2020 Business Woman of the Year Award.

Program Director for Master of Public Administration

Jerome nadel.

Jerome Nadel is Internationally experienced design-led marketing executive (CMO and GM) with a track record of improved market position, revenue growth, and M&A. He is an advance degreed psychologist and user experience product/service design expert, board member and advisor. Jerome recently retired from Rambus as where he was CMO and GM of the security software division that he led the sale to Visa. He has had a variety of chief marketing officer and chief user experience officer roles at companies including Human Factors International, SLP InfoWare, Gemplus, and Sagem. He started his career in the IBM Human Factors Labs. He is also an avid cyclist with National and multiple California State Champion titles.

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Four usf students selected for the fulbright u.s. student program.

• May 6, 2024

This fall, four University of South Florida (USF) students will travel across the world to participate in academic and professional advancement and cross-cultural conversation through global exchange as part of the Fulbright U.S. Student Program. In partnership with more than 140 countries worldwide, the Fulbright U.S. Student Program offers opportunities in all academic disciplines to graduating college seniors, graduate students, and young professionals from all backgrounds. Fulbright U.S. Student Program participants pursue graduate study, conduct research, or teach English abroad.

2024 USF Student fulbright recipients

Jackson haborak.

A recent graduate from the USF College of the Arts and the Judy Genshaft Honors College, Jackson has received a Fulbright U.S. Student Program Graduate Study Grant to the Netherlands , to undertake a Master of Arts in Contemporary Theatre and Dance Dramaturgy at Utrecht University.

Jackson, who graduated with a Bachelor of Fine Arts degree in Dance, is a creative artist and researcher whose multi-dimensional focus has earned him many accolades throughout his educational journey at the University of South Florida.

He is an accomplished dance scholar and choreographer who explores issues of identity and disenfranchised communities through solo and group choreography. His studies at Utrecht will allow him to engage in the kind of research where history, politics, culture, and social issues intersect, while centering dance as a facilitator for social change in the LGBTQ+ community.

Pursuing this MA is a part of Jackson’s professional and creative journey toward using dance for activism and social change.

LARRY GRULLON-POLANCO

A recent graduate from the USF College of Arts and Sciences, Larry has received a Fulbright U.S. Student Program English Teaching Assistantship to Taiwan .

Larry, who graduated with his master’s degree in Applied Linguistics TESOL, previously served as a music teacher and music director and is currently a language tutor at USF. He received the USF Gratitude Scholarship in Applied Linguistics and has served as a volunteer for the Hispanic Services Council.

Larry has been learning Chinese for six years and has a deep appreciation for Chinese literature, religion, and history. Most of his Chinese teachers have been Taiwanese and has naturally gotten close to them as they have practiced conversation and talked about their lives, interests, and culture. For years, he has attended and volunteered at his local Taiwanese Buddhist Temple in Tampa, FL.

Larry is excited to teach in a variety of placement levels in Taiwan and is looking forward to visiting the Buddhist Temple in Kaohsiung, Taiwan.

Molly Schillig

A recent graduate from the USF College of Arts and Sciences, Molly has received a Fulbright U.S. Student Program English Teaching Assistantship to South Korea .

Molly, who graduated with her master’s degree in Applied Linguistics TESOL, has a bachelor’s degree in early childhood education and served as a Graduate Teaching Assistant while at USF. She has taught previously in local preschools and middle schools and has also served as a teaching assistant for a vacation bible school and a library volunteer.

She is eager and excited to return to South Korea (where she taught previously during the height of the pandemic in 2020), through the Fulbright U.S. Student Program, for a fully immersive classroom and host community experience. She will engage in her host community through language exchanges.

Taylor Herman

A recent graduate from the USF College of Arts and Sciences and the Judy Genshaft Honors College, Taylor has received a Fulbright U.S. Student Program English Teaching Assistantship to Moldova .

Taylor, who graduated with her bachelor’s degree in political science, served as the Lieutenant Governor for our St. Petersburg campus branch of Student Government and is a member of the Collegiate Leadership Tampa Bay Chamber. She has also interned for local Congresswoman Kathy Castor and studied abroad last summer on a program to Germany, the Czech Republic and Poland, focused on the Holocaust.

Taylor’s academic and professional connections to Moldova are based on her current engagement with Moldovan university students. She has served as a research assistant for Dr. Judithanne Scourfield McLauchlan, who is a previous Fulbright Scholar to Moldova. In Moldova, Taylor is excited to teach English and American culture to university level students. She will immerse herself in Moldovan culture through volunteering at a local organization that supports victims of domestic violence and through music, as she plays the trombone and is a jazz enthusiast.

If you are interested in the Fulbright U.S. Student Program, contact the Office of National Scholars' USF Fulbright Program Advisor, Lauren Chambers.

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Serving all USF campuses, the Office of National Scholars develops candidates for prestigious awards and scholarship programs in research, international education, graduate study, and professional development. Here, we share stories of intellectual curiosity, ambition, and mentorship.