Teaching English as a Second Language (Gr. Cert.) (15 credits)
Offered by: Integrated Studies in Ed (Faculty of Education)
Program credit weight: 15
Program Description
This 15-credit certificate is designed as professional development for in-service teachers and candidates with a background in education, language studies, linguistics, or a related field, or as preparation for application to our M.A. in Second Language Education. The five courses that comprise the certificate provide a solid background and offer in-depth study in the field of second-language education from a range of perspectives and with a focus on research and applications to teaching. Please note that this certificate does not lead to teacher certification.
The Graduate Certificate in TESL is designed to be available to students worldwide. Courses are offered in a combination of online and face-to-face formats, and sequenced in such a way that students can complete the certificate in one year. The maximum time for completion is five years. The first three courses are offered online, and can be undertaken anywhere an Internet connection is available. The final two courses are offered face-to-face either on-site at McGill or at off-site locations with collaborative partners, if numbers warrant.
Please click here for information on additional requirements for students pursuing this online program:
https://www.mcgill.ca/study/university_regulations_and_resources/graduat...
Note: For information about Fall 2025 and Winter 2026 course offerings, please check back on May 8, 2025. Until then, the "Terms offered" field will appear blank for most courses while the class schedule is being finalized.
Required Courses (15 credits)
Online Courses
| Course | Title | Credits |
|---|---|---|
| EDSL 500 | Foundations and Issues in Second Language Education. | 3 |
Foundations and Issues in Second Language Education. Terms offered: this course is not currently offered. Introduction of second language (L2) education; an overview of contributing disciplines (e.g., linguistics, psychology, sociology and education). A history of theory and various methodological approaches to L2 teaching and learning is used to promote an understanding of current theory and practice. | ||
| EDSL 505 | Second Language Acquisition Applied to Classroom Contexts. | 3 |
Second Language Acquisition Applied to Classroom Contexts. Terms offered: this course is not currently offered. An overview of theory and research in second language acquisition, including developmental patterns, factors affecting how second languages are learned, and relevance for teachers in terms of applications to the classroom context. | ||
| EDSL 512 | Grammar in Teaching English as a Second Language. | 3 |
Grammar in Teaching English as a Second Language. Terms offered: Summer 2025 Analysis of English grammar at phonological, morphological, syntactic, semantic, and discourse levels. Applications are made to second language teaching and learning, focusing on integrating grammar into communicative language approaches. | ||
On-site at McGill in Intensive (1 month) Institute
Note: Off-site delivery can be considered for a specified minimum number of students. Certain limitations and additional costs would apply.
| Course | Title | Credits |
|---|---|---|
| EDSL 601 | Methods and Curriculum in Second Language Teaching 1. | 3 |
Methods and Curriculum in Second Language Teaching 1. Terms offered: Summer 2025 Applications of current theories and models of second language development and their implications for teaching all language skills (reading, writing, speaking, listening), including lesson planning, materials selection and development, activities and assessment in various formal and community second language education settings. Principles and methods for formative and summative assessment. | ||
| EDSL 602 | Methods and Curriculum in Second Language Teaching 2. | 3 |
Methods and Curriculum in Second Language Teaching 2. Terms offered: Summer 2025 Continuation of topics covered in EDSL 601 with further applications. Exploration of the kinds of information needed to make educational decisions in second language courses, different techniques for collecting that information, and ways for interpreting it. | ||