Master of Arts in Education, Language, Literacy, and Culture at Boise State University

About

(ILA Standard 1) Foundational Knowledge: Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools. (TESOL Standard 1) Knowledge about Language: Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.
(ILA Standard 2) Curriculum & Instruction: Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners. (TESOL Standard 3) Candidates plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches. Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs' acquisition of English language and literacies in the content areas. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.
(ILA Standard 3) Assessment & Evaluation: Candidates understand, select, and use valid, reliable, fair, and appropraite assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders. (TESOL Standard 4) Candidates apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments. Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Candidates understand the importance of communicating results to other educators, ELLs, and ELLs' families.
(ILA Standard4) Diversity & Equity: Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels. (TESOL Standard 2) Candidates demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories. Candidates investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs. Candidates recognize how educator identity, role, culture, and biases impact the interpretation of ELLs' strengths and needs.
(ILA Standard 5) Learners & the Literacy Environment: Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways, foster a positive climate that support a literacy-rich learning environment.
(ILA Standard 6) Professional Learning & Leadership: Candidate recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities. (TESOL Standard 5) Candidates demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.
(ILA Standard 7) Practicum/Clinical Experiences: Candidates apply theory and best practice in multiple supervised practicum/clinical experiences

Disciplines

College of Education

How to Apply

Once we have received all required items, the International Admissions Office will forward your application materials to your academic department for review. Please note that many graduate programs require additional application materials such as GRE results, letters of recommendation, and statements of purpose. Please verify your application requirements with your graduate program.

Timelines for application review vary and we are unable to advise on when you should expect to receive your decision. We advise all international graduate students to begin the process as early as possible to allow plenty of time for the visa application process.

If you are accepted to Boise State and plan to study on an F-1 student visa, you will need to submit a Financial Documentation Form and proof of sufficient funds in order to begin the process of applying for your student visa.

If you are currently studying in the U.S. on an F-1 Student Visa, you will also submit copies of your current I-20, visa, and I-94 after being accepted to Boise State. Additionally, you will need to contact your current institution to request transfer of your SEVIS record.

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Master of Arts in Education, Language, Literacy, and Culture

Boise State University

United States of America,

Boise

Master of Arts in Education, Language, Literacy, and Culture

Boise State University

Boise State University

Key Facts

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