Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL)
Fellowship Information The Marlboro MA TESOL program is designed to be completed in two eight-week summer terms on site in Brattleboro Vermont combined with the interim academic year during which teachers use their own classrooms as their teaching internship site. The program is designed to prepare qualified and innovative teachers of English who base their instruction on learners and learning, communicative use of language, cultural understanding, group learning, and reflective practice. The program's advisory council and faculty consist entirely of individuals who share a commitment to an experiential, whole-person approach to the preparation of language teachers. These shared core beliefs about language, teaching, and learning provide a consistency across the program that is rarely a part of formal academic offerings.
While there is shared philosophy and experience, we also share a goal of creating something new that is attuned to recent developments in the field. Among these are the influence of the notion of English as an International Language as well as the need for a deeper understanding of the role and influence of Information and Communications Technology (ICT) as an increasingly important element of teacher education. Marlboro, as a pioneer in the field of Educational Technology, provides a strong foundation in the latter.
- Two eight-week summer intensives in downtown Brattleboro, Vermont. (For a similar program delivered in a full-time academic year format see the SIT Graduate Institute's MAT program).
- Online sessions beginning in May to prepare for the face-to-face experience in Brattleboro (July-August).
- A group experience in learning a language unfamiliar to anyone in the cohort. Taught by a master teacher this experience will help students explore themselves as language learners, the learning dynamics of a language learning classroom, and serve as a model of a master language teacher at work.
- A focus on learning in community.
- Development of skills in critical reflection.
- Building and practicing direct skills in cross-cultural communication.
- An extended classroom-based period of supervision and guided learning and reflection
- A final conference that prepares students to begin participating in professional language teacher conferences in their local context.
Beginning with the end in mind, students in their first week will begin developing the online teaching portfolio that will serve as their culminating document. The portfolio acts as a reflective tool for examining and understanding one’s learning during the course of the program, and as a repository of key artifacts of that learning. Digital portfolios have the added functionality of being able to be shared across the cohort as the portfolios are developing.
The portfolio will be designed to document evidence of specific teacher competency areas. Coursework throughout the program will incorporate deliverables that serve as such evidence and will be included in the portfolio. The final version of each student’s portfolio will serve as the culminating document required for graduation in lieu of a traditional thesis or an independent professional project. In this way the program will provide needed structure to what can otherwise be the daunting and isolating task of completing a traditional thesis. At the same time it will provide a structured format for ongoing reflection and self-measurement of learning.
Overview of Program Highlights
|Spring (Summer) 1: |
May to August
Sept. to Dec.
January to April
|Spring (Summer) 2 |
May to August
Early May to mid June: the program begins online with an Introduction to e-Portfolio and the first summer courses.
End of June - end of August: face to face residency in Brattleboro
Online Reflective Practice
Facilitated portfolio development
Facilitated portfolio development
Early May to mid June: The term begins with online work reflecting on interim year and preparing for the summer residency.
End of June - end of August: Second summer of face to face coursework in Brattleboro.
The summer closes with a final conference and graduation.
Learn more about Brattleboro
Brattleboro Named a "Top 10"
Fodor's praised the Grad School's hometown:
"What it's Like: A rich cultural and political history mix with a vibrant contemporary scene to help keep this mountainside town decidedly independent.
Farmer's markets, gallery walks, arts festivals, indie stories, all surrounded by mountain views—this is the Vermont of your dreams. Home to 12,046 residents, Brattleboro retains the progressive cultural and political ties to its past (it was a counterculture hotspot in the '60's), while managing to feel more cool and hip than crunchy-granola."
- Smithsonian Magazine. "The 20 Best Small Towns in America." Brattleboro ranked #11 in 2012.
- Outside Magazine article. “Best Towns 2008″
- New York Times article. “Eccentricity Fuels a Revival of Vermont’s River Towns”
- American Style Magazine article. “Top 25 Small Cities”
- National Geographic Adventure Magazine article. “The Adventure Town Experiment”
- The 100 Best Art Towns in America by John Villani. Countryman Press, 2005.
- Making Your Move to One of America’s Best Small Towns by Norm Crampton. M. Evans & Co., 2002.
Marlboro College Graduate and Professional Studies is accredited by the New England Association of Schools and Colleges, Inc. (NEASC), which accredits schools and colleges in the six New England states.