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TESOL Education (BA)

Hours — 58-79 credit hours
Effective Sep. 2024
Last Revision 8/28/2024
Faculty Unit Assignment: Faculty of Education & Social Work
Sponsoring Program: Teacher Education
Holokai Category - Arts & Humanities

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Program

The Discipline

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Program Requirements


TESOL Content Classes — 34-35 Credits

Course Number Title Semesters Offered Credit Hours Prerequisites
TESOL 240 Introduction to TESOL F, W, S 3.0 ENGL 101
LING 210 Introduction to Linguistics F, W, S 3.0 ENGL 101


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


Course Number Title Semesters Offered Credit Hours Prerequisites
EDU 305 Computer and Technology Assisted Instruction F, W, S 2.0 EDU 212 for education majors only or TESOL 240 for TESOL majors/certs only
TESOL 310 or TESOL Principles and Methods or F, W, S 3.0 TESOL 240, LING 210
SCED 350 General Methods for Secondary Teachers F, W 2.0 EDU 312, corequisite SCED 491
LING 260 Phonology F, W 3.0 LING 210 w/ C+ or better
LING 331 Sociolinguistics W, S 3.0 LING 210 w/ C+ or better
LING 321 English Syntax W 3.0 TESOL 310
LING 423 Language Acquisition F 3.0 TESOL 310, should be taken during senior year
LANG 201 Foreign Language 4.0


Choose 8 Credits from the following

Course Number Title Semesters Offered Credit Hours Prerequisites
TESOL 324 Teaching Listening F 2.0 Pre- or corequisite: TESOL 310
TESOL 327 Teaching Speaking W 2.0 Pre- or corequisite: TESOL 310
TESOL 328 Teaching Reading S 2.0 Pre- or corequisite: TESOL 310
TESOL 329 Teaching Writing F 2.0 Pre- or corequisite: TESOL 310
TESOL 330 Teaching English to Young Learners W 2.0 Pre- or corequisite: TESOL 310
TESOL 391R TESOL International Convention W 1.0 TESOL 310 and must be a TESOL B.A. or TESOL Ed. B.A. major.
TESOL 405 Technology Assisted Language Instruction F, S 2.0 Pre- or corequisite: TESOL 310
TESOL 425 Teaching Vocabulary F 2.0 Pre- or corequisite: TESOL 310
TESOL 426 Teaching Grammar S 2.0 Pre- or corequisite: TESOL 310


    Education: Pre-Professional Area — 5-8 Credits

    Course Number Title Semesters Offered Credit Hours Prerequisites
    EDU 212 Foundations of Education F, W, S 2.0
    EDU 200 Human Growth and Learning in Schools F, W, S 3.0
    HWST 101 Introduction to Hawaiian Studies F, W, S 3.0 Only Required for Hawaii License Track


      Education: Academic Support Area— 12 Credits

      Course Number Title Semesters Offered Credit Hours Prerequisites
      SPED 300 Education of Students with Exceptionalities F, W, S 3.0 EDU 200
      EDU 312 Effective Pedagogy F, W, S 3.0 EDU 212
      EDU 340 Multiculturalism & Culturally Responsive Teaching Through Sheltered Instruction F, W, S 3.0 EDU 212
      EDU 385 Education Assessment in the Classroom F, W, S 3.0 EDU 312


      Education: Professional Year— 5-22 Credits

      Course Number Title Semesters Offered Credit Hours Prerequisites
      SCED 401 A Multicultural Approach to Reading in the Content Area F, W 3.0 EDU 312 corequisite SCED 491 (except for non-certification track)
      SCED 430 Classroom Management in Secondary Contexts F, W 2.0 EDU 312, corequisite SCED 491 (except for non-certification track)
      SCED 491 Pre-Student Teaching F, W 3.0 EDU 312, corequisite SCED 401, SCED 430, and formal admission to TE
      SCED 492 Student Teaching F, W 14.0 Successful completion of all preliminary courses including SCED 491


      Additional Program Requirements

      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 one 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 Learning Outcomes

      Upon completing a major in secondary education, students can demonstrate an understanding of these outcomes:

      • Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
      • Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
      • 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.
      • 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.
      • 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.
      • 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.
      • Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
      • Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
      • 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.
      • 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, and other school professionals.

      The Discipline

      All courses offered in the secondary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom-oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the Teacher Education Program, with the capstone experience being student teaching for students working to teach in grades seven through 12 in public or private schools.

      The program provides the opportunity for prospective teachers to learn about the culture of the secondary school, develop a solid foundation in basic principles of teaching and learning that originate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings.


      Career Opportunities

      The Secondary Education Program prepares students for a career teaching students in grades seven to 12. Individuals may also pursue other career opportunities in education such as counselors, curriculum specialists and administrators.


      Admission to All Programs

      Admission to the secondary education degree requires a valid MAP that satisfies university graduation criteria. Admission to the teaching track requires letters of recommendation, completed application packet, and a formal interview. Please see the program lead/academic advisor for further details.