Master's Degree in Languages in Davidson in USA

See Masters Programs in Languages 2017 in Davidson in USA

Languages

A masters refers to the completion of a graduate study program that prepares students to further their knowledge of a specific subject or advance their careers. The majority of masters are granted by state or public universities.

With a Master in Languages, students will experience the unique and flexible structure as well as the range of focus areas. Students will learn to identify issues for linguistic research, and become familiar with important developments in the field.

The United States of America is a large country in North America, often referred to as the "USA", the "US", the "United States", "America", or simply "the States". American colleges are funded by "tuition" charged to the student, which is often quite expensive, very commonly reaching into the tens of thousands of dollars per year.

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Masters of Education in English Language Learners

Vanderbilt Peabody College
Campus Full time September 2017 USA Nashville

Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. [+]

Masters in Languages in Davidson in USA. Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. The program is designed to introduce students to the foundational and practical information to effectively serve populations who are learning English as a second language. The program consists of two strands, teaching English language learners in U.S. educational settings and teaching English in an international setting. TRANSLATE We test an instructional model (TRANSLATE) designed to improve the English reading comprehension of EL students in grades 2 and 3. In TRANSLATE, students learn to identify key textual excerpts and use cognitive, linguistic and social strategies to facilitate translation and comprehension. We work with four teachers and their EL students (32) in two elementary schools. Our goal is to establish proof of concept for the TRANSLATE approach and to identify any remaining problems teachers encounter during its implementation. [-]