Document

MASTER OF ARTS IN TESOL

Master of Arts in TESOL 1

Master of Arts in TESOL

www.newschool.edu/matesol

Johnson/Kaplan Hall

66 West 12th Street

New York, NY 10011

Information: 212.229.5630

[email protected]

Linda Dunne

Dean, The New School for General Studies

Sean Conley

Chair, English Language Studies

Scott Thornbury

Consultant, English Language Studies

Lesley Painter-Farrell

Assistant Director, English Language Studies

Jaclyn Maffiore

Administrative Coordinator, English Language Studies

CONTENTS

1 The New School MATESOL

2 Program of Study

4 Course Descriptions

6 Faculty

9 Resources

11 Admission

13 Financial Information

14 The New School: A University

Map

ABOUT THE NEW SCHOOL

The New School is a unique urban university in New York

City’s Greenwich Village. It was founded in 1919 by a group of

prominent progressive scholars including Charles Beard, John

Dewey, James Harvey Robinson, and Thorstein Veblen. The

founders described The New School for Social Research, as it

was incorporated, as a center for “discussion, instruction, and

counseling for mature men and women.” They intended their

school to be an alternative to the traditional university, with

an open curriculum, minimal hierarchy, and free discussion of

controversial ideas. In 1933, The New School became a degree-

granting institution when it gave a home to the University in Exile,

a refuge for scholars forced from Europe by the Nazis. In 1934,

this distinguished intellectual community was incorporated into

The New School for Social Research as the Graduate Faculty of

Political and Social Science, offering MA and PhD degrees.

In the decades since, The New School has grown into a

university of eight undergraduate and graduate schools enrolling

approximately 9,000 students in its degree programs. It also

continues to enroll thousands of students annually in its

continuing education programs. The university offers courses and

degrees online as well as in the classroom. It is home to several

distinguished research and policy institutes.

From the beginning, the university was always called simply The

New School. In 2005, this simpler name was made official; at the

same time, the academic divisions were renamed to emphasize

their affiliation with The New School. The founding division is now

called The New School for General Studies, and the Graduate

Faculty is again The New School for Social Research. The other

schools are Parsons The New School for Design, Milano The New

School for Management and Urban Policy, Eugene Lang College

The New School for Liberal Arts, Mannes College The New School

for Music, The New School for Drama, and The New School for

Jazz and Contemporary Music.

What is unchanged is the university’s commitment to breaking

down the walls of traditional academic disciplines, its close

connections to the cosmopolitan cultural and professional life

of New York City, and its willingness to reinvent itself, as it does

its dedication to the ideal of lifelong education for all citizens.

As in 1919, The New School holds a place in the avant-garde

of American universities, attracting the adventurous and the

creative, those interested in careers that improve the world.

The information published here represents the plans of The New School at the time of publication. The university reserves the right to change without notice any matter contained in this publication including but not limited to tuition, fees, policies, degree programs, names of programs, course offerings, academic activities, academic requirements, facilities, faculty, and/or administrators. Payment of tuition or attendance in any classes shall constitute a student’s acceptance of the administration’s rights as set forth in the above paragraph.

Published 2008 by The New School

Produced by Communications and External Affairs, The New School

Photography: Theo Anderson, Don Hamerman, Bob Handelman, Matthew Sussman


THE NEW SCHOOL’S GrOUNDBrEAkiNG MA iN THE TESOL PrOFESSiONS

The New School Master of Arts in Teaching English to Speakers

of Other Languages (MATESOL) program is designed to raise

the standards of professionals in the field of teaching English to

speakers of other languages and, thereby, to raise the standards

of the profession itself.

What makes the New School MATESOL unique?

PrOFESSiONAL TrAiNiNG iN TWO SPECiALizED ArEAS

• Teaching

• Curriculum Development

POLiTiCAL AND CULTUrAL OriENTATiON

The New School places major emphasis on the political, cultural,

and ethical implications of English language teaching in an era of

intense globalization, when English has become the international

language of finance, commerce, diplomacy, science, technology,

and communication media.

THEOry LEADiNG TO PrACTiCAL TrAiNiNG

In our program, theoretical study is always connected to practical

applications in your area of specialization. A practicum or

professional project is part of both concentrations (see below).

PrACTiCUM AND PrOFESSiONAL PrOJECT

The New School MATESOL offers you the opportunity to gain

work experience in your area of concentration in the form of a

practicum or professional project. Whether you are just entering

the profession or are already working in the TESOL field, you can

apply graduate study to your professional development by working

on challenging guided projects or a practicum. Either option will

enhance your résumé or CV.

FLExiBLE STUDy OPTiONS

Unlike most MATESOL programs, The New School’s MATESOL is

a flexible program of study structured for working adults. It can

be completed entirely online or in a low-residency program (for

the teaching concentration only) that begins with an intensive

9–12-credit summer curriculum at The New School, in New York

City’s Greenwich Village. Full-time students (those taking at least

9 credits per semester) working online can earn the master’s

degree in four terms (one and a half to two years). Students who

begin their studies with the summer on-campus intensive can

finish in three terms (one year). Students can also study on a

part-time basis (6 or fewer credits per semester).

iNTErNATiONAL FACULTy AND iNTErNATiONAL CUrriCULUM

The faculty and course developers are among the best, most

experienced and highly respected TESOL professionals in the

world—teachers, writers, publishers, curriculum designers, and

program administrators. The New School program is neither

U.S.- nor U.K.-centric but rather reflects the global reality of the

English language teaching profession today.

2 www.newschool.edu/matesol

PrOGrAM OF STUDy

The graduate TESOL program is a 30-credit curriculum leading

to the master of arts degree. All courses carry three graduate

credits. All students must take the five core courses. The other

five courses, including the practicum or professional project,

are taken in one of the concentrations. See course descriptions

beginning on page 4.

MATESOL COrE COUrSES

Core Courses Credits

Language Analysis for Teachers: Phonology, Lexis,

and Syntax 3

Language Analysis for Teachers: Grammar and Discourse 3

Principles of Language Learning and Teaching 3

Language in Society 3

English in the World: Economic, Political, and

Ethical Considerations 3

Total Credits 15

CONCENTrATiONS TEACHiNG

Today, people all over the world in all professions and from

all walks of life want and need to learn English. Teaching

opportunities are available in language schools, public schools,

colleges and universities, private teaching, and business. This

concentration provides practical, immediately useful TESOL

training with an emphasis on student-centered, content-based,

communicative teaching and learning. With the MATESOL degree,

you will be well prepared to teach English at all levels in a

variety of contexts and have the tools to reflect on your teaching

experiences and to design and carry out action research.

Program of Study Credits

MATESOL Core Courses 15

Methods and Materials for Teaching ESOL: Systems 3

Methods and Materials for Teaching ESOL: Skills 3

Teaching Practicum 3

Electives (choose two): 6

Learner Assessment

Writing ESOL Materials

Curriculum Development and Course Design

English for Specific or Academic Purposes

Total Credits 30

“What i particularly enjoy about the online program is the amazing amount of knowledge we cover and the fact that we have managed to create such a tight-knit community despite the geographical distances. i think we [the students] know more about each other than we could have ever known in a regular classroom.” —Carmela O’Flaherty MATESOL student, Spring 2008

CUrriCULUM DEVELOPMENT

English is being introduced in educational systems all over

the world at every level. In many countries, it is the medium of

instruction in academic subjects beginning at the elementary

level. TESOL curriculum developers and consultants are needed

almost everywhere. This concentration prepares teachers of

ESOL and educational administrators for careers in local, state,

national, and international organ izations; agencies; and schools,

public as well as private, that offer or sponsor English language

studies. The courses teach you to design, update, and implement

curricula for instruction and to create materials for a variety of

educational contexts.

Program of Study Credits

MATESOL Core Courses 15

Curriculum Development and Course Design 3

Learner Assessment 3

Writing ESOL Materials 3

Electives (choose two): 6

Internship or Professional Project

Methods and Materials for Teaching ESOL: Systems

The Publishing Process

ESOL Educational Management

English for Specific or Academic Purposes

Total Credits 30


ON-CAMPUS SUMMEr iNTENSiVE A FAST TrACk FOr THE MATESOL TEACHiNG CONCENTrATiON

Earn 9–12 of the 30 required credits studying on campus at

The New School in Manhattan’s Greenwich Village. The courses

are taught by members of our internationally renowned faculty,

led by consultant Scott Thornbury. After the summer intensive,

you can finish your MA course requirements in as little as nine

months, studying online full-time. This sequence of on-site and

online study allows students to build a strong collaborative learning

community face-to-face that can be maintained online over the

following year.

SUMMEr iNTENSiVE CUrriCULUM

This is a full-time intensive summer term. Students must enroll

for all four courses. Application Deadline: April 1

• Methods and Materials for Teaching ESOL: Systems

• Methods and Materials for Teaching ESOL: Skills

• Language Analysis for Teachers: Phonology, Lexis, and Syntax

• Teaching Practicum

The curriculum includes seminars, guest speakers, field trips,

and workshops. You’ll be very busy with your studies, but you’ll

still have time to see a Broadway play, hear a concert in Central

Park, visit a jazz club, sit in sidewalk cafés, and explore the

landmarks and the neighborhoods that are an essential part

of New York City’s character.

Visit the program website for more information:

www.newschool.edu/matesol.

Housing: Affordable housing is available in university residence

halls on a first-come, first-served basis. You must apply separately

for university housing. Visit the university website for more

information or email [email protected] and identify

yourself as a New School MATESOL student.


TrANSFEr CrEDiTS

You can apply to transfer a maximum of 6 credits earned in

another accredited graduate program to meet MATESOL elective

requirements. The courses must conform to the guidelines set

by the New School program. Credit transfer determinations are

made by the English Language Studies Department after you are

matriculated in the MATESOL program.

THE ONLiNE ENVirONMENT

All MATESOL courses are offered online; the full program may

be completed at a distance.

Once you register for classes, you will have access to the

university’s portal, MyNewSchool. MyNewSchool is where your

online classes are “located,” in a module called MyCourses.

You log in to the class a minimum of four times a week. The

program material is presented in a multilayered format that

may include video, audio, and graphic elements and links to the

Internet. You post comments and answers to questions on highly

interactive discussion boards. Your responses, along with those

of fellow students and instructor, create an interactive learning

platform. You write papers, take tests, and complete projects,

just as you would in traditional classroom study.

All in all, the experience is similar to that in a traditional class.

In fact, the conversation on discussion boards is sometimes

more comprehensive, because all students are required to

participate. There is one major difference: Online classes meet

asynchronously—you can read material, join discussions, and

post responses anytime, day or night. You don’t have to be online

at the same time as your classmates, but because you can

read all the responses every time you “go to class,” you’ll feel

as if everyone were together. The New School offers an online

tutorial to help you learn the program quickly and easily. For more

information about online study, visit www.newschool.edu/ online.

COUrSE DESCriPTiONS

Language Analysis for Teachers: Phonology, Lexis, and Syntax

An understanding of the patterns, meanings, and systems

underlying language is essential for those designing or

implementing teaching programs. In this introductory language

analysis course, we examine and describe the discrete-level

systems of English, principally its phonology, lexicon, and

sentence structure (syntax).

Language Analysis for Teachers: Grammar and Discourse

In the second language analysis course, we continue exploring the

language systems of English, focusing first on such features of

English grammar as its systems of tense, aspect, and modality. We

then adopt a discourse-level view of language, investigating the way

whole texts are structured and achieve coherence, while taking into

account their purposes and the contexts in which they are used.

Principles of Language Learning and Teaching

This course surveys the main currents in contemporary

second language acquisition research. Students develop an

awareness of the process of learning a second language and

the factors that help or hinder that process. Essential research

resources are introduced and practical connections are made

between approaches to language teaching and their underlying

psycholinguistic rationales.

Language in Society

This course explores the relationship between language use and

social context. It does this from the historical context of standard

language development and different types of regional and social

language variation through to specific cultural issues such as

politeness, gender and identity, to looking at the relationship

between culture, language and thought. The course also looks at

methods of investigation using sociolinguistic methodologies.

English in the World: Political, Economic, and Ethical Considerations

This course offers extra-academic perspectives on English as a

native language, as a second language, as a foreign language,

as an international language, and as a lingua franca and on

“World Englishes.” Students consider the differences between

these categories of English, the way each relates to the culture of

native English speakers, the effects of globalization on the use of

English, attitudes in different places toward the study of English,

challenges to standard English, and English language teaching

policies and the way they affect the TESOL profession.


Methods and Materials for Teaching ESOL: Systems

In this basic methods course, teachers in training learn to

present and practice language skills using a communicative,

student-centered model. The course emphasizes the teaching

of grammar, pronunciation, and vocabulary in context at all levels

and examines appropriate materials. Classroom management,

lesson planning, and group dynamics are also discussed.

Methods and Materials for Teaching ESOL: Skills

This second methods course is devoted to the skills of reading,

writing, listening, and speaking at all levels. Topics include lesson

planning that emphasizes learning in context and integrates the

four skills with grammar, vocabulary, and pronunciation; published

and authentic materials in specific skill areas; and group dynamics

and techniques of classroom management. The goal is to train you

to be an organized, reflective teacher who can help your students

attain communicative competence in English.

Learner Assessment

Teachers of ESOL in training look at ways of evaluating students’

levels and needs, including methods for assessing the needs

of organizations and businesses proposing to offer English

classes for members or employees. They also review ways of

evaluating student progress, including traditional testing, quizzes,

performance-based and portfolio evaluation, and outcomes

assessment. The class offers hands-on practice in creating

assessment tools and evaluating them in light of curriculum goals.

Curriculum Development and Course Design

Students are introduced to the phases and kinds of activities

involved in developing an effective curriculum for a language

program. They outline a complete curriculum to meet specific

objectives and then design courses and choose and/or

develop teaching materials that reflect the goals defined in

the curriculum outline.

The Publishing Process

This course offers an in-depth look at the processes and players

involved in turning an idea into published educational material.

Through case studies, students learn the criteria used to judge

the strengths and weaknesses of material as it moves toward

publication. Topics covered include market research, acquisition,

development, production, manufacturing, and marketing.

Students learn how to schedule, work within budget, and

troubleshoot at each stage.

ESOL Educational Management

This course examines management theory and practice in

the language teaching context, including structures and

cultures of academic environments, basics of human resources

management, leadership and management styles, quality control,

student services, project management, and budget basics.

Writing ESOL Materials

Through close examination of published texts and teacher-written

materials, students become aware of the range of elements

involved in writing TESOL materials. The class offers students

regular practice in developing and writing materials for their own

particular situations or areas of interest.

Teaching Practicum

Teachers in training put into practice what they have learned in

the two Methods and Materials courses. They teach an ESL class

either alone or with another teacher in training. They take part in

a seminar where they share their experiences and observations,

reflecting on what worked and what didn’t work and looking at

alternatives. Students receive feedback from an experienced

teacher trainer, based either on a videotape of themselves

teaching or on observation in person. They also design and

implement action research.

Professional Project

A student with experience in the field of concentration may

undertake a practical project of his or her own design. The

project will reflect the student’s specific interests within the

specialization and must be more advanced and challenging than

any related coursework. The student works with an assigned

project advisor to design and complete the project.


FACULTy

Michael H. Carrier (MA in Applied Linguistics, University of

Essex; MA in Modern and Medieval Languages, University of

Cambridge) is the executive director of the International House

World Organisation in London. He has had a long career in

educational management, writing, CALL (computer-assisted

language learning), and teaching. Mr. Carrier’s writing and editing

credits include numerous books, articles, and software programs,

mostly on business English and the use of computers in language

learning. He is currently the editor of the technology section of

Modern English Teacher. He lives in London.

Sean Conley (MAT, School for International Training; Certificate

in Conflict Transformation, SIT Graduate Institute), has been a

language educator for more than 20 years as a teacher, teacher

educator, and administrator. He has taught ESOL in the USA,

England, El Salvador, and Japan. He has published educational

materials and conducted workshops in Eastern and Central Asia,

Europe, and Central America on a wide range of topics, including

language teaching, institutional change, peace education,

experiential learning, teacher inquiry process, and educational

technology. He has a particular interest in increasing access

to educational resources in less-advantaged contexts and

has worked with teachers and schools to meet needs of such

students through donated computers and open-source software.

Steve Cornwell (EdD, Temple University; MAT, School for

International Training; ELT Certificate, The New School) is a

professor at Osaka Jogakuin College in Osaka, Japan. He is

co-editor of New Ways in Teacher Education, and editor of the

JALT Journal, the research publication of the Japan Association

for Language Teaching. Mr. Cornwell has taught or presented

on EFL and ESL in New York City, Bangladesh, China, Ecuador,

Singapore, Thailand, and Japan. In addition to teacher education

and helping language teachers publish academically, his interests

include online education, curriculum design, gender awareness

in language education, world Englishes, and qualitative research

methodologies. He lives in Osaka with his wife, Yoshiko.

Jeremy Harmer (MA Applied Linguistics, University of Reading,

United Kingdom) is known throughout the ELT world for his books

on teaching methodology, particularly the classic texts How to

Teach English and The Practice of English Language Teaching.

Most recently, he has been the general editor of Longman’s How

To teacher training series and host of the Teacher Development

section of the ELT Forum website. He frequently leaves his home

base in England to train teachers and speak at conferences

around the world.

Carol Lethaby (MA TESOL, with distinction, University of London

Institute of Education) has been involved in distance teacher

education since 1998, having developed materials and tutored

on several distance-learning courses for the British Council

and various universities in Mexico. She has also designed and

run numerous on-site teacher training and education courses

in California, Mexico, and the United Kingdom, including

internationally recognized teaching certificates and diplomas.

Her writing credits include several textbook series, including,

most recently, Just Right. Ms. Lethaby lives in San Francisco.


Scott Thornbury (MATEFL, with distinction, University of Reading,

United Kingdom) is a native of New Zealand who now lives in

Spain. He is currently editor of the Cambridge Handbooks for

Teachers series. He is a prolific writer of books and articles for

teachers and students and a frequent presenter at international

conferences, sharing the knowledge acquired in his 30 years

of experience as a teacher, teacher trainer, and CELTA and

UCLES examiner. Mr. Thornbury’s books include How to Teach

Grammar, About Language, Natural Grammar, and, most recently,

Conversation: From Description to Pedagogy.

Deryn P. Verity (PhD in Linguistics, University of Delaware; MA

TESL, St. Michael’s College) has been active in the field for 29

years, working as an ESL instructor, teacher trainer, presenter, and

English professor in the United States, the Middle East, eastern

Europe, and Japan. She has served as associate editor of the

well-respected JALT (Japan Association for Language Teaching)

Journal and is currently a professor of English in Osaka, Japan.

Lesley Painter-Farrell (DELTA, CELTA, Cambridge University) has

worked as a teacher of English as a foreign language in Portugal,

Poland, and many Asian countries. She began training teachers

of ESOL while working in Poland for the Soros Foundation and

Longman publications. She moved to New York to head the

teacher training department at the Center for English Studies.

Ms. Painter-Farrell has designed courses on teaching younger

learners and teaching using new methods as well as language

development courses for nonnative teachers. She has also

directed CELTA courses. Her published materials include The Role

Play Book and Homework. She currently writes and designs for

her own website, www.eslsite.com, dedicated to providing free

resources for teachers of ESOL. She lives in New York.

Victoria kimbrough (MA in French, with honors, University of

Kansas) is an acclaimed ESL textbook author and teacher trainer.

Founder and director of the highly respected English Language

Teaching Certificate program at The New School, she is perhaps

best known as the author, with Leo Jones, of the classic Great

Ideas and for the highly successful In Touch series of the late

1970s. Ms. Kimbrough has had a long career as a teacher and

teacher trainer in Asia, eastern Europe, and Mexico and has

been a frequent presenter and three-time keynote speaker at

international ELT conventions. She lives and works in New York.



LiBrAriES

The New School operates three libraries, which are open to

all university students. Each library concentrates on specific

subjects. The Raymond Fogelman Library collection is weighted

toward the social sciences and philosophy; its extensive reserve

collection is used by the entire university. The Adam and

Sophie Gimbel Design Library serves Parsons The New School

for Design. The Harry Scherman Library serves Mannes College

The New School for Music and specializes in European and

American classical music.

ACCESS TO LiBrAry ELECTrONiC rESOUrCES AND DATABASES

The New School libraries subscribe to more than 200 databases

covering different disciplines. These are accessible through the

university website at www.newschool.edu/library.

The Library Electronic Reserves system provides access to

course-related readings. Links to Library Electronic Reserves

are placed in online course resources by the instructors.

rESOUrCES

The New School and the MATESOL program in particular are

committed to providing a full range of services and academic

resources and for students who are taking their courses online.

TESOL students who come to New York City for the summer

intensive have access to all the academic resources and services

available on campus as well.

ONLiNE HELP AND SUPPOrT

For those who are new to online learning at The New School, we

offer an online orientation that provides information on academic

resources available in the distance-learning environment. The

orientation teaches you how to navigate the online classroom,

familiarizes you with online communication, and gives you a sense

of the dynamics of online interaction before your courses begin. The

orientation is available for reference throughout the school year.

After you have registered for your courses, you will receive

information by mail about your classes and your financial account

and about obtaining books and the university online portal, library

resources, and the university writing center.

Technical and student services support are available by telephone

or email 24 hours a day, seven days a week.

“i chose the program for its distinguished faculty. The New School MATESOL offers a valuable opportunity to study with the most eminent thinkers, materials writers, trainers and management professionals in our field. The Blackboard platform is comfortably suited to the nature of ELT—it reflects the fact that we ELT professionals find ourselves pursuing our passion in all corners of the globe. The New School MATESOL online classroom provides a place for richly varied teaching contexts to converge.” — Julia Cairo

MATESOL student, Spring 2008


THE rESEArCH LiBrAry ASSOCiATiON OF SOUTH MANHATTAN

In addition to offering the resources of its own libraries, The New

School is a member of the Research Library Association of South

Manhattan. Other consortium members are New York University,

The Cooper Union for the Advancement of Science and Art, and

the New York Library of Interior Design. This association is one of

the largest interuniversity library consortia in the country—NYU’s

Elmer Holmes Bobst Library alone houses more than three million

volumes. Most holdings of the consortium libraries are listed

in BobCat, a user-friendly online catalog that can be accessed

over the Internet or by direct dial-in. All the libraries provide

information resource training and orientations for students,

normally at the beginning of every semester.

Through membership in the Metropolitan Reference and Research

Library Agency, students have access to more than 300 other

libraries in the New York City area.

For more information about university libraries and consortium

privileges, visit the website at www.newschool.edu/library.

ACADEMiC COMPUTiNG

University Academic Computing currently operates three

general- access facilities for students. Each facility offers a

wide variety of software, such as word processing, spreadsheet,

database, email, graphics, and statistical packages. Students

using the centers are supported by a full-time staff and assisted

by lab aides. Training seminars and documentation are available

on supported software and hardware. Each facility is fully

networked and offers access to the Internet.

ArNHOLD HALL MULTiMEDiA LABOrATOry

A state-of-the-art media production facility with video-audio suites,

a transfer room, an animation studio, and a large open computer

facility, all equipped with appropriate hardware and software.

PUBLiC PrOGrAMS

MATESOL students are invited to participate in the public

lectures, seminars, conferences, and other activities offered

regularly by the institutes and academic departments of The

New School, including the Wolfson Center for National Affairs,

the India China Institute, the Schwartz Center for Economic

Policy Analysis, the Tishman Environment and Design Center,

and the Transregional Center for Democratic Studies. Visit

www.newschool.edu to learn more.


DESCriPTiON OF rEqUirED iTEMS

Statement of Purpose: In approximately 1,000 words, explain

your interest in pursuing graduate study in TESOL and the

concentration you have selected. Tell us how your graduate work

will help you attain your academic and professional goals.

Lesson Plan and Philosophy-of-Teaching Essay (Curriculum

Development applicants only): Submit a lesson plan you have

created with corresponding teaching materials. Explain in an

essay of 500 words how it reflects your philosophy of teaching.

résumé: Submit a one-page résumé or curriculum vitae

summarizing your education and work experience.

Letters of recommendation: Recommendation letters should

come from teachers or other professionals who can speak to your

academic qualifications to do graduate work. If you are applying

for the concentration in curriculum development, you must submit

one recommendation from a teaching supervisor familiar with your

abilities as a teacher (using the recommendation form provided).

ADMiSSiON POLiCiES AND PrOCEDUrES

The New School MATESOL program welcomes applications from

those preparing for careers as teachers of English to adults and

from ESOL teaching professionals who wish to concentrate on

curriculum development. The program accommodates full-time,

part-time, and low-residency students.

Applicants must hold a bachelor’s degree from a regionally

accredited university. Exposure to a language other than English

is assumed for all applicants. In addition to these requirements,

students applying to the concentration in curriculum development

must have completed a minimum of 100 hours of English language

teacher training as well as two years of English language teaching.

Admission to the MATESOL program is necessarily a selective

process. Applications are reviewed and admission decisions

are made by a faculty committee. All applicants are encouraged

to submit applications well in advance of the stated deadline.

Only completed applications received by the deadline will be

considered for the upcoming academic term.

Priority Application Deadlines

Fall: June 1

Summer: April 1

Applications can be completed online or downloaded from the

website at www.newschool.edu/matesol.

ALL APPLiCANTS MUST SUBMiT

• A completed, signed, and dated application form

• A $50 application fee

• A statement of purpose

• A résumé or curriculum vitae

• Official sealed transcripts from every college or university

attended for undergraduate and graduate studies

• Two academic or professional letters of recommendation

• Applicants for the concentration in curriculum development

must submit a lesson plan, a philosophy-of-teaching essay,

and one recommendation from a teaching supervisor (use

form provided)

Additional requirements for international applicants or applicants

with foreign credentials appear on page 12.


“i am really enjoying the online format of MATESOL, mainly because of the high degree of interaction i have with every student and professor. The asynchronous timing, along with the easy–to–negotiate Blackboard website, make this the ideal method of studying for my busy schedule.” — Chris P. Bluetree


Teaching requirements (Curriculum Development applicants

only): Applicants must submit proof of having taught an English

as a second language (ESL) or English as a foreign language

(EFL) class for a minimum of 600 hours over four semesters for

university-level teaching and 720 hours for all other teaching.

Please note that tutoring does not fulfill this requirement.

TEACHEr TrAiNiNG rEqUirEMENT (Curriculum Development

applicants only): Applications must have a New School ELT

Certificate or equivalent credential. The New School will evaluate

certificates from other institutions. The minimum requirement

for acceptance of any certificate is 100 hours of classroom or

online instruction at an accredited school or a teaching practicum

in which participants teach students of ESOL. Examples of

acceptable certificates are CELTA and RSA CTEFLA.

A copy of the certificate or a transcript including evaluation

materials, especially teaching evaluations if available, must

be submitted.

The New School will evaluate other teacher training of applicants

who do not have a certificate.

ENGLiSH LANGUAGE rEqUirEMENT

All nonnative speakers of English, including those with an

undergraduate degree from an English-medium university in the

United States or abroad, must submit one of the following:

• A minimum score of 100 on the Internet-based Test of English

as a Foreign Language (TOEFL) administered by the Educational

Testing Service (ETS) or 250 on the computer-based equivalent.

The score report must be mailed directly to us. The institution

code for The New School is 2521; the department code is 83.

• A score of at least 600 on the paper-based TOEFL administered

by ETS, a minimum score of 5 on the Test of Written English

(TWE), and a minimum score of 50 on the Test of Spoken

English (TSE) or the SPEAK Test.

• A score of C or better on the Cambridge Advanced Certificate

(CAE) or Proficiency in English (CPE).

• A score of 7.0 or better on the Cambridge International English

Language Testing System (IELTS).

iNFOrMATiON FOr APPLiCANTS WiTH FOrEiGN CrEDENTiALS

In addition to fulfilling the standard admission requirements,

applicants with foreign credentials must submit the following

items, as applicable:

• Official documents in the original language including proof

of conferral of degree or diploma. If the documents are in a

language other than English, you must also submit an English

translation.

• A World Education Service (WES) course-by-course credential

evaluation of any transcripts you plan to submit. Information

about this service can be obtained by visiting www.wes.org.

For other approved credential evaluation providers, see the

National Association of Credential Evaluation Services (NACES)

website at www.naces.org.

iNFOrMATiON FOr iNTErNATiONAL STUDENTS

This school is authorized under federal law to enroll non-immigrant

alien students. International students who come to New York

to study on campus must have a proper visa before they will be

permitted to register. Consult with an admission counselor.


“i really like the flexibility of The New School’s online MATESOL program. The classes are available 24–7 online, so i can set my own hours and fit my school work into my personal schedule. it’s a very convenient way to earn your MA. And the professors are very helpful, too.” — Gerard Berardi


FiNANCiAL iNFOrMATiON

Tuition for the 2008–09 academic year is $1,076 per credit. A

University Services Fee of $100 and a Student Activities Fee of

$15 must be paid each term. New tuition and fee schedules are

posted on the university website in advance of each academic

year. Complete information on extended payment plans,

withdrawals, and refunds are posted on the university website at

www.newschool.edu.

FiNANCiAL AiD AND SCHOLArSHiPS

Many forms of financial aid are available to graduate students.

Normally a student must register for 6 credits to qualify for

financial aid in any given term. Assistance is granted on the basis

of merit and need, with financial aid determined in accordance

with federal formulas. No one should decide against applying for

admission to the MATESOL program for financial reasons.

The New School participates in a full range of federal and New

York State financial assistance programs, and the graduate

program awards a number of scholarships to incoming students

each year.

It is not necessary to have an admission decision to begin

the financial aid process. Applicants should file the Free

Application for Federal Student Aid (FAFSA), available online

at www.fafsa.ed.gov. The FAFSA school code is 002780.

Complete details about financial aid are available at

www.newschool.edu/financialaid. Email questions to

[email protected].

Departmental Scholarships

The TESOL program gives scholarship consideration to all

applicants (including international applicants) as part of the

admission process. Merit-based scholarships are awarded after

a review of students’ application materials: academic transcripts,

letters of recommendation, statement of purpose, résumé, and

supplemental materials (academic writing sample or portfolio).

Candidates with outstanding academic and professional

achievements are regarded by the admission committee as

meriting special recognition. Scholarship amounts vary and cover

part of the cost of tuition. Students must register for a minimum

of 6 credits per semester to receive the scholarship.


THE NEW SCHOOL: A UNiVErSiTy

The New School is a member of the Association of American

Colleges and Universities. The university and its degrees are

accredited by the Commission on Higher Education of the

Middle States Association of Colleges and Secondary Schools.

A privately supported institution, The New School is chartered

as a university by the Regents of the State of New York.

The New School maintains the following institutional information

on its website at www.newschool.edu: FERPA (Family Education

Rights and Privacy Act), financial assistance information (federal,

state, local, private, and institutional need-based and non-

need-based assistance programs; Title IV; FFEL; and direct loan

deferments), university policy information (fees, refund policies,

withdrawal from school, Title IV grant and loan policies, academic

policies, policies for international students, and disability

services), and the Campus Security Report (crime statistics). To

request copies of any of these policies or reports, contact the

appropriate office.

Equal Employment and Educational Opportunity

The New School is committed to creating and maintaining an

environment of diversity and tolerance in all areas of employment,

education, and access to its educational, artistic, and cultural

programs and activities. The New School does not discriminate

on the basis of age, race, color, sex or sexual orientation, religion,

mental or physical disability, national or ethnic origin, citizenship

status, or veteran status.

FACiLiTiES AND STUDENT SErViCES

The New School is located in New York City’s Greenwich Village, a

historic residential neighborhood that supports an exciting mix of

intellectual, artistic, and commercial activity. The landmark Alvin

Johnson Building (now called Alvin Johnson–J.M. Kaplan Hall)

at 66 West 12th Street was designed as the home of The New

School in 1930 by noted Bauhaus architect Joseph Urban. Most

of the other New School facilities are located within a few blocks

of the Johnson Building. A neighborhood map appears on the

inside back cover of this brochure.

HOUSiNG Student housing offers graduate students convenient

living and learning spaces with amenities suitable for a variety of

needs and budgets. Most residence hall and apartment facilities

are fully furnished and staffed with professional directors and

student resident advisors. There is 24-hour security coverage in

all our residences, and our staff is trained to handle emergencies.

The Office of Student Housing also offers students assistance in

searching for off-campus accommodations. Printed and electronic

listings for rental properties, shared apartments, sublets, and

short-term accommodations are available in the office. For more

information, visit www.newschool.edu/studentservices.

STUDENT LiFE The New School offers many kinds of workshops,

lectures, and other programs throughout the academic year

designed to enrich the student’s experience. Student Services

activities reflect the diversity of our student population—

intellectually, artistically, culturally, and socially. Students

are encouraged to become involved in recognized student

organizations and leadership programs. For more information,

visit www.newschool.edu/studentservices.

Graduate students can participate in the governance of their

programs and of the university by serving on student advisory

committees, which have been established by most academic

departments, and on several university committees that include

student representatives.

iNTErNATiONAL STUDENT SErViCES The New School is authorized

under federal law to enroll non-immigrant alien students. The

mission of International Student Services is to help these

students reach their full potential and have positive experiences

at The New School. It offers workshops, printed materials and

other media, and individual advice and support.

International students who come to New York to study on

campus must report individually to International Student Services

before they register, so the university can confirm that they

have been properly admitted into the United States and explain

their rights and responsibilities and U.S. government regulations.

International Student Services offers individual advising

throughout the year by appointment. For more information,

visit www.newschool.edu/studentservices.


known for the quality of the products, built

environments, and visual communications

they design. Parsons offers the bachelor

of fine arts degree in architectural

design, communication design, design

and technology, fashion design, fine arts,

illustration, interior design, photography,

and product design and in its integrated

design curriculum; bachelor of business

administration in design and management;

and bachelor of science in environmental

studies ( New York State approval pending)

Master’s degrees are offered in

architecture, lighting design, history of

decorative arts, painting and sculpture,

photo graphy, and design and technology.

Parsons also offers an AAS degree and a

continuing education program.

EUGENE LANG COLLEGE THE NEW SCHOOL

FOr LiBErAL ArTS This is The New

School’s four-year college for traditional-

age undergraduates. Emphasis is on

small, seminar-style classes. Innovative

interdisciplinary areas of study lead to

the Bachelor of Arts degree. These include

literature and writing; arts in context;

visual arts, theater; dance; environmental

studies; religious studies; social and

historical studies; psychology; philosophy;

science, technology and society; education

studies; urban studies; and cultural

studies and media. Qualified students

can earn a dual bachelor of arts/bachelor

EiGHT SCHOOLS, ONE UNiVErSiTy

THE NEW SCHOOL FOr GENErAL STUDiES

The founding school of the university has

always remained faithful to its original

mission. It continues to serve the intel-

lectual, cultural, and professional needs

and interests of adult students through

its unique bachelor’s degree program for

continuing students, graduate degree

programs that integrate theory and practice

in original ways, and broad and serious

curriculum open to noncredit students. The

New School for General Studies offers the

following degrees: Bachelor of Arts and

Bachelor of Science in Liberal Arts, Master

of Arts and Master of Science in Inter-

national Affairs, Master of Arts in Media

Studies, Master of Fine Arts in Creative

Writing, and Master of Arts in TESOL, as

well as graduate- and undergraduate-level

certificates. A pioneer of lifelong education

in the United States, The New School for

General Studies remains a center of

innovation in American higher education.

THE NEW SCHOOL FOr SOCiAL rESEArCH

Established in 1934 as the Graduate

Faculty of Social and Political Science,

by scholars of the University in Exile,

The New School for Social Research has

been a center of world-class scholarship

since then, offering an academic setting

where disciplinary boundaries are easily

crossed. The school awards master’s

and doctoral degrees in anthropology,

economics, philosophy, political science,

psychology (including clinical psychology),

and sociology and terminal MA degrees in

historical studies and liberal studies.

PArSONS THE NEW SCHOOL FOr DESiGN

was founded in 1896 by the noted artist

William Merritt Chase. In the 1930s, it was

named Parsons School of Design for its

long-serving president, Frank Alvah

Parsons, whose career was dedicated to

merging visual art and industrial design.

Today it is one of the preeminent design

schools in the world. Its graduates are


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Arnhold Hall55 W. 13 St. 2 W. 13 St.

Alvin Johnson/J.M. Kaplan Hall66 W. 12 St.

List Hall65 Fifth Ave.

61 Grove StreetApartments

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64 W. 11 St.Lang Annex

31 Union Square WestResidence

25 E. 13 St. Parsons East Building

80 Fifth Avenue

Fanton Hall 72 Fifth Ave.

66 Fifth Ave. 68 Fifth Ave.

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of fine arts degree at Parsons The New

School for Design or The New School

for Jazz and Contemporary Music. There

are accelerated bachelor’s/master’s

degree options in association with several

graduate programs. The school began

in 1973 as an experimental program. It

became a full division of the university in

1985 thanks to a generous gift from New

School trustee Eugene Lang, the well-

known educational philanthropist.

MiLANO THE NEW SCHOOL FOr

MANAGEMENT AND UrBAN POLiCy Since

1975, Milano’s graduate programs

have been developing the analytical,

managerial, and leadership skills of

working professionals with the goal of

facilitating positive change in communities,

governments, and corporations on

the local, national, and global levels.

The school is named for the university

trustee Robert J. Milano, who generously

supported its mission. Milano offers the

master of science degree in urban policy

analysis and management, nonprofit

management, and organizational change

management and a PhD degree in public

and urban policy.

MANNES COLLEGE THE NEW SCHOOL

FOr MUSiC Founded in 1916 by David

Mannes, this distinguished conservatory

became a division of The New School

in 1989. Mannes offers aspiring young

musicians an unusually comprehensive

conservatory curriculum in a supportive

setting, training students in instrumental

and vocal performance, composition,

conducting, and music theory. The college

offers the following degrees and credentials:

bachelor of music, bachelor of science,

undergraduate diploma, master of music,

and professional studies diploma. Unique

among New York’s conservatories, Mannes

remains true to its origins as a community

music school through its Extension Division

and children’s Preparatory Division.

THE NEW SCHOOL FOr DrAMA Since the

1940s when Erwin Piscator brought his

Dramatic Workshop to The New School,

the university has had a close association

with the theater. The New School for

Drama trains actors, writers, and directors

side by side in an integrated curriculum.

The training is rooted in the Stanislavski

Method. Students gain practical experience

in a wide range of workshops and full-

length performances, including a public

one-act play festival every year. The New

School for Drama’s full-time three-year

program leads to the master of fine arts

degree in acting, directing, or playwriting.

THE NEW SCHOOL FOr JAzz AND

CONTEMPOrAry MUSiC offers young

musicians a unique mentor-based course

of study with a faculty of professional

artists who have close links to New York

City’s jazz scene. It is a program for

students who expect to make a living

from their music. Jazz has traditionally

been taught by one musician to another

rather than being studied in school. The

New School keeps that heritage alive.

Its students benefit from direct exposure

to the traditions of jazz and the latest

professional practices in an intellectual

environment that encourages exploration

and innovation. The New School for

Jazz and Contemporary Music offers

the bachelor of fine arts degree in jazz

performance and jazz composition and

arranging. Qualified students can pursue

a dual BA/BFA degree in collaboration with

Eugene Lang College The New School for

Liberal Arts.

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Arnhold Hall55 W. 13 St. 2 W. 13 St.

Alvin Johnson/J.M. Kaplan Hall66 W. 12 St.

List Hall65 Fifth Ave.

61 Grove StreetApartments

AB

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S

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R

118 W. 13 St.13th Street Residence Q

64 W. 11 St.Lang Annex

31 Union Square WestResidence

25 E. 13 St. Parsons East Building

80 Fifth Avenue

Fanton Hall 72 Fifth Ave.

66 Fifth Ave. 68 Fifth Ave.

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Albert List Academic Center . . . . . . . . . . . . . . . . . . . . . . . . . . FAlumni Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DAlvin Johnson/J .M . Kaplan Hall . . . . . . . . . . . . . . . . . . . . . . . .AArnhold Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I

Dorothy H . Hirshon Suite . . . . . . . . . . . . . . . . . . . . . . . . . . ITheresa Lang Community & Student Center . . . . . . . . . . . . ITishman Gallery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I

AuditoriaEdward Swayduck Auditorium . . . . . . . . . . . . . . . . . . . . . . . FJohn L . Tishman Auditorium . . . . . . . . . . . . . . . . . . . . . . . . .AParsons Auditorium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .N

Building AffiliatesBeth Israel . . . . . . . . . . . . . . . . . . . . . . . . . . . .317 E . 17 St .Cardozo Law Library . . . . . . . . . . . . . . . . . . . . . 55 Fifth Ave .Cooper Hewitt Museum . . . . . . . . . . . . . . . . . . . . .2 E . 91 St .Cooper Union Library . . . . . . . . . . . . . . . . . . . . . . Cooper Sq .Elmer Holmes Bobst Library . . . . . . . . . . . . . . . Wash . Sq . S .

Cafeterias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B, F, ICenters and Institutes

Center for New York City Affairs . . . . . . . . . . . . . . . . . . . . . .HIndia China Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .NInternational Center for Migration, Ethnicity & Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DParsons Institute for Information Mapping . . . . . . . . . . . . . ISchwartz Center for Economic Policy Analysis . . . . . . . . . . .DTransregional Center for Democratic Studies . . . . . . . . . . . .GUniversity Writing Center . . . . . . . . . . . . . . . . . . . . . . . . . . . FVera List Center for Art & Politics . . . . . . . . . . . . . . . . . . . .AWolfson Center for National Affairs . . . . . . . . . . . . . . . . . . .N

Computing CentersAcademic Computing Center . . . . . . . . . . . . . . . . . . . . . . . . FDigital Resource Library . . . . . . . . . . . . . . . . . . . . . . . . . . . IFashion Computing Center . . . . . . . . . . . . . . . . . . . . . . . . .KKnowledge Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IUniversity Computing Center . . . . . . . . . . . . . . . . . . . . . . . . I

Eugene Lang College The New School for Liberal Arts . . . . . .BAdmissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .BLang Annex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .CLang Writing Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B

Fanton Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .HHuman Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DLibraries

Raymond Fogelman Library . . . . . . . . . . . . . . . . . . . . . . . . . FAdam & Sophie Gimbel Design Library . . . . . . . . . . . . . . . .NKellen Archives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .NHarry Scherman Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . J

Mannes College The New School for Music . . . . . . . . . . . . . . . JAdmissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JGoldmark Practice Center . . . . . . . . . . . . . . . . . . . . . . . . . .O

Milano The New School for Management and Urban Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .H

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .HThe New School for Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . Z

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ZTheater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Z

The New School for General Studies . . . . . . . . . . . . . . . . . . . .AAdmissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .AInternational Affairs Program . . . . . . . . . . . . . . . . . . . . . . .AMedia Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . .NTESOL Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MWriting Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A

The New School for Jazz and Contemporary Music . . . . . . . . . IAdmissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I

The New School for Social Research . . . . . . . . . . . . . . . . . . . .DAcademic Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DAdmissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F

Parsons The New School for Design . . . . . . . . . . . . . D, E, K, NAdmissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FArnold & Sheila Aronson Galleries . . . . . . . . . . . . . . . . . . . .NDavid Schwartz Fashion Education Center . . . . . . . . . . . . .KSheila C . Johnson Design Center . . . . . . . . . . . . . . . . . M, N

Residence Halls13th Street Residence . . . . . . . . . . . . . . . . . . . . . . . . . . . .Q20th Street Residence . . . . . . . . . . . . . . . . . . . . . . . . . . . . YGrove Street Apartments . . . . . . . . . . . . . . . . . . . . . . . . . . .ULoeb Residence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SMarlton Residence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .RUnion Square West Residence . . . . . . . . . . . . . . . . . . . . . . TWilliam Street Residence . . . . . . . . . . . . . . . . . . . . . . . . . . V

Student Services (university-wide)Career Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FHealth Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SHigher Education Opportunity Program (HEOP) . . . . . . . . . .DHousing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DIntercultural Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FInternational Student Services . . . . . . . . . . . . . . . . . . . . . .DOmbuds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DRecords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DRegistrar’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DRegistration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FStudent Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IStudent Disability Services . . . . . . . . . . . . . . . . . . . . . . . . .DStudent Financial Services . . . . . . . . . . . . . . . . . . . . . . . . . FStudent Rights and Responsibilities . . . . . . . . . . . . . . . . . .D

University Administration . . . . . . . . . . . . . . . . . . . . . .A, D, G, I

Not shown: Anderson Residence: Anderson Hall, Manhattan School of Music, Claremont Ave. & W. 122nd St.; Stuyvesant Apartments: 1st Ave. & E. 14th St.; 23rd Street Apartments: 225 W. 23rd St.

The New School is undergoing expansion and renovation . Watch for updated maps each semester . Published 8/15/08 .

The New SchoolOffice of Admission66 West 12th Street, room 401New York, NY 10011

www.newschool.edu/matesol

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