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TESOL Education (BA)

Hours — 53-72 Credit Hours
Effective Sep. 2018
Last Revised 6/12/2020

Program Requirements


TESOL Content Classes — 34-35 Credits

Course Number Title Semesters Offered Credit Hours
TESOL 240 Introduction to TESOL F, W, S 3.0
LING 210 Introduction to Linguistics F, W, S 3.0


TESOL 240 & LING 210 must be C+ or higher. Admission to Major—See TESOL Program


Course Number Title Semesters Offered Credit Hours
EDU 305 Computer and Technology Assisted Instruction F, W, S 2.0
TESOL 310 or TESOL Principles and Methods or F, W, S 3.0
SCED 350 General Methods for Secondary Teachers F, W 2.0
LING 260 Phonology F, W 3.0
LING 331 Sociolinguistics W, S 3.0
LING 321 English Syntax W 3.0
LING 423 Language Acquisition F 3.0
LANG 201 Foreign Language 4.0


Choose Four from the following:

Course Number Title Semesters Offered Credit Hours
TESOL 324 Teaching Listening F 2.0
TESOL 327 Teaching Speaking W 2.0
TESOL 328 Teaching Reading S 2.0
TESOL 329 Teaching Writing F 2.0
TESOL 330 Teaching English to Young Learners W 2.0
TESOL 405 Technology Assisted Language Instruction F, S 2.0
TESOL 425 Teaching Vocabulary F 2.0
TESOL 426 Teaching Grammar S 2.0


    Education — 19-37 Credits

    Course Number Title Semesters Offered Credit Hours
    EDU 212 Foundations of Education F, W, S 2.0
    EDU 200 Human Growth and Learning in Schools F, W, S 3.0


      Recommended Elective:

      Course Number Title Semesters Offered Credit Hours
      HWST 101 Intro. to Hawaiian Studies
      (Required for Hawaii License Track)
      F, W, S 3.0
      EDU 340 Multiculturalism & Culturally Responsive Teaching Through Sheltered Instruction
      (Required for International Track)
      F, W 2.0


      Course Number Title Semesters Offered Credit Hours
      SPED 300 Education of Exceptional Students F, W, S 3.0
      EDU 312 Effective Pedagogy F, W, S 3.0
      EDU 385 Education Assessment in the Classroom F, W, S 3.0
      SCED 401 A Multicultural Approach to Reading in the Content Area F, W 3.0
      SCED 430 Classroom Management in Secondary Contexts F, W 2.0
      SCED 491 Observation and Practicum F, W 3.0
      SCED 492 Student Teaching F, W 12.0


      Application to the Teacher Education Program must take place before Professional Year courses may be taken.

      Application deadlines:
      February 15 for those beginning Professional Year courses in Fall Semester
      May 15 for those beginning Professional Year courses in Winter Semester

      No grade below “C-” accepted
      All courses in the Education major can be retaken 1 time to improve a grade lower than C-.
      If the second attempt is lower than a C-, the student will be removed from the major.


      Program Outcomes


      Upon completing a major in Secondary Education, students can demonstrate an understanding of these outcomes:

      1. Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
      2. Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
      3. Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
      4. Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
      5. Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
      6. Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
      7. Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
      8. Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
      9. Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
      10. Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.