Program Guidebook

Master of Arts, English Language Learning

Program Code: MAELLP12 Catalog Version: 201501 Published Date: 5/7/2025

The Master of Arts in English Language Learning (PreK-12) is a competency-based degree program that
prepares already licensed teachers both to be licensed to teach in English Language Learning (ELL)
settings and to develop significant skills in ELL curriculum development, design, and evaluation. All work
in this degree program is online and includes ELL Content and Methodology, Research Fundamentals,
and Instructional Design. All students complete a capstone project.
Understanding the Competency-Based Approach
How do competency-based programs like those offered at Western Governors University (WGU) work?
Unlike traditional universities, WGU does not award degrees based on completing a certain number of
credit hours or a specific set of required courses. Instead, you will earn your degree by demonstrating your
skills, knowledge, and understanding of essential concepts.

Progress through a degree program is measured not by the amount of time you spend in class but by your
ability to demonstrate competency as you complete required courses along a Standard Path. To help you
acquire the knowledge and skills you need to demonstrate competency and complete your courses and
program, WGU provides a rich array of learning resources. Your program mentor will work closely with you
to help you understand your program's requirements and help you create a plan for completing your
courses. You will also work closely with course instructors as you engage in each course. As subject
matter experts, course instructors will guide you through the content you must learn to demonstrate
competency through the course assessments.

The benefit of this competency-based system is that it enables students who are knowledgeable about a
particular subject to make accelerated progress toward completing a degree, even if they lack college
experience. You may have gained skills and knowledge of a subject while on the job, accumulated wisdom
through years of life experience, or already taken a course on a particular subject. WGU will award your
degree based on the skills and knowledge you possess and can demonstrate—not the number of hours
spent in a classroom.

Accreditation
Western Governors University is the only university in the history of American higher education to have
earned initial accreditation from multiple regional accrediting commissions at once—earning simultaneous
accreditation from ACCJC, HLC, NWCCU, and WASC. The university’s accreditation from the Northwest
Commission on Colleges and Universities (NWCCU) was reaffirmed in March of 2024. In addition to
institution-level accreditation, each school has at least one program that is accredited by a programmatic
accreditor. All programmatic accreditations are managed by the Academic Engagement department.
Contact compliance@wgu.edu for additional information.

The Degree Plan

The focus of your program is your personalized Degree Plan. The Degree Plan is a detailed blueprint of the
courses you will need to complete in order to earn your degree. The Degree Plan also lays out the
accompanying learning resources and assessments that compose your program. The list of courses in the
Degree Plan is often referred to as the standard path. The amount of time it takes to complete your
program depends on both the amount of new information you need to learn and the amount of time you
plan to devote each week to study.

Students vary widely in the specific skills and information they need to learn. For example, some students
may be highly knowledgeable in a particular subject matter and would not need to engage in new learning
opportunities. Other students may find that portions of the program require them to learn new information
and that they need to take an online class or participate in a study module to acquire the knowledge and
skills needed to fulfill program competencies in that area. Some individuals may be able to devote as little
as 15–20 hours per week to the program, while others may need to devote more time. For this reason,
pre-assessments are there to help your program mentor form a profile of your prior knowledge and create
a personalized Degree Plan.
How You Will Interact with Faculty
At WGU, faculty serve in specialized roles, and they will work with you individually to provide the guidance,
instruction, and support you will need to succeed and graduate. As a student, it is important for you to take
advantage of this support. It is key to your progress and ultimate success.

Upon your enrollment, you will be assigned a program mentor—an expert in your field of study who will
provide you with regular program-level guidance and support from the day you start until the day you
graduate. Your program mentor will set up regular telephone appointments (weekly at first) with you, which
you will be expected to keep. The mentor will review program competencies with you and work with you to
develop a plan and schedule for your coursework. Your program mentor will serve as your main point of
contact throughout your program—helping you set weekly study goals, recommending specific learning
materials, telling you what to expect in courses, and keeping you motivated. In addition to regular calls,
your program mentor is available to help you resolve questions and concerns as they arise.

For many of the courses at WGU, you will be required to complete performance assessments. These
include reports, papers, presentations, and projects that let you demonstrate your mastery of the required
competencies. A separate group of faculty members, called evaluators, will review your work to determine
whether it meets requirements. Evaluators are also subject matter experts in their field of evaluation. If your
assessment needs further work before it “passes,” these evaluators, who review your work anonymously,
will provide you with instructional feedback to help you meet evaluation standards and allow you to
advance.

Connecting with Other Mentors and Fellow Students

As you proceed through your Degree Plan, you will have direct contact with multiple faculty members.
These communications can take a variety of forms, including participation in one-on-one discussions, chats
in the learning communities, and live cohort and webinar opportunities. As a WGU student, you will have
access to your own personal MyWGU Student Portal, which will provide a gateway to your courses of
study, learning resources, and learning communities where you will interact with faculty and other students.

The learning resources in each course are specifically designed to support you as you develop
competencies in preparation for your assessments. These learning resources may include reading
materials, videos, tutorials, cohort opportunities, community discussions, and live discussions that are
guided by course instructors who are experts in their field. You will access your program community during
your orientation course to network with peers who are enrolled in your program and to receive continued
support through professional enrichment and program-specific chats, blogs, and discussions. WGU also
provides Student Services associates to help you and your program mentor solve any special problems
that may arise.

Orientation
The WGU Orientation course will introduce you to the fundamentals of WGU’s competency-based
education (CBE) and the expectations, policies, and protocols for students enrolled in a WGU degree
program. Orientation will introduce you to WGU’s wide range of support resources and success centers. It
also will provide you with study strategies recommended by current students and faculty that will help you
succeed as a WGU student. Orientation ends with your first assessment at WGU, providing an opportunity
to experience WGU’s performance assessment process before you begin your degree-focused
coursework. The Orientation course must be completed before you can start your first term at WGU.
Transferability of Prior College Coursework
Because WGU is a competency-based institution, it does not award degrees based on credits but rather on
demonstration of competency. WGU undergraduate programs may accept transfer credits or apply a
Requirement Satisfied (RS) in some cases. Refer to your specific program transfer guidelines to determine
what can be satisfied by previously earned college credits. Students entering graduate programs must
have their undergraduate degree transcripts verified before being admitted to WGU. In addition to a
program’s standard course path, there may be additional state-specific requirements.

Click here for the Student Handbook

http://cm.wgu.edu/

WGU does not waive any requirements based on a student's professional experience and does not
perform a "résumé review" or "portfolio review" that will automatically waive any degree requirements.
Degree requirements and transferability rules are subject to change in order to keep the degree content
relevant and current.

Remember, WGU's competency-based approach lets you take advantage of your knowledge and skills,
regardless of how you obtained them. Even when you do not directly receive credit, the knowledge you
possess may help you accelerate the time it takes to complete your degree program.

Continuous Enrollment, On Time Progress, and Satisfactory Academic

Progress
WGU is a “continuous enrollment” institution, which means you will be automatically enrolled in each of
your new terms while you are at WGU. Each term is six months long. Longer terms and continuous
enrollment allow you to focus on your studies without the hassle of unnatural breaks between terms that
you would experience at a more traditional university. At the end of every six-month term, you and your
program mentor will review the progress you have made and revise your Degree Plan for your next six-
month term.

WGU requires that students make measurable progress toward the completion of their degree programs
every term. We call this “On-Time Progress,” denoting that you are on track and making progress toward
on-time graduation. As full-time students, graduate students must enroll in at least 8 competency units
each term, and undergraduate students must enroll in at least 12 competency units each term. Completing
at least these minimum enrollments is essential to On-Time Progress and serves as a baseline from which
you may accelerate your program. We measure your progress based onthe courses you are able to pass,
not on your accumulation of credit hours or course grades. Every time you pass a course, you are
demonstrating that you have mastered skills and knowledge in your degree program. For comparison to
traditional grading systems, passing a course means you have demonstrated competency equivalent to a
“B” grade or better.

WGU assigns competency units to each course in order to track your progress through the program. A
competency unit is equivalent to one semester credit of learning. Some courses may be assigned 3
competency units while others may be as large as 12 competency units.

Satisfactory Academic Progress (SAP) is particularly important to students on financial aid because you
must achieve SAP in order to maintain eligibility for financial aid. We will measure your SAP quantitatively
by reviewing the number of competency units you have completed each term. In order to remain in good
academic standing, you must complete at least 66.67% of the units you attempt over the length of your
program—including any courses you add to your term to accelerate your progress. Additionally, during
your first term at WGU you must pass at least 3 competency units in order to remain eligible for financial
aid. We know that SAP is complex, so please contact a financial aid counselor should you have additional
questions.
Courses

Your Degree Plan includes courses needed to complete your program. To obtain your degree, you must
demonstrate your skills and knowledge by completing each course's assessment(s). You may be asked to
demonstrate competency in a course in several different ways, including proctored exams, projects,
essays, research papers, and simulations, among others. Certifications verified through third parties may
also be included in your program as a way to demonstrate competency. More detailed information about
each assessment is provided in the course of study.

External Content & Basic Skills Exams

Western Governors University requires that candidates pass the state-mandated content exam that aligns
with their WGU program in addition to a basic skills exam (initial licensure programs only). Specific
information regarding required content and basic skills exams required for each program and state can be
found in the WGU Student Handbook. In many cases, it is the candidates’ responsibility to register and pay
for the required exams and submit their official passing score reports to WGU.
State Licensure Requirements
Some states have specific licensure requirements that are not part of WGU programs that you will have to
fulfill in addition to the degree requirements of your program. These state licensure requirements might
include, but are not limited to: subject-specific licensure exams, state-specific teacher performance
assessments, course work related to state history, basic skills exams, and background clearances. The
WGU Student Handbook outlines the credentialing requirements of each state. Teacher candidates should
consult the applicable section to become familiar with their state’s expectations regarding licensure.

Learning Resources
WGU works with many different educational partners, including enterprises, publishers, training
companies, and higher educational institutions, to provide high-quality and effective learning resources that
match the competencies you are developing. These vary in type, and may be combined to create the best
learning experience for your course. A learning resource can be an e-textbook, online module, study guide,
simulation, virtual lab, tutorial, or a combination of these. The cost of most learning resources are included
in your tuition and Learning Resource Fee. They can be accessed or enrolled for through your courses.
Some degree-specific resources are not covered by your tuition, and you will need to cover those costs
separately. WGU also provides a robust library to help you obtain additional learning resources, as
needed.

Mobile Compatibility:

The following article provides additional details about the current state of mobile compatibility for learning
resources at WGU.
https://cm.wgu.edu/t5/Frequently-Asked-Questions/Can-I-use-my-mobile-device-for-learning-resources/ta-p/396
Mobile Access for Learning Resources

Standard Path
As previously mentioned, competency units (CUs) have been assigned to each course in order to measure
your academic progress. If you are an undergraduate student, you will be expected to enroll in a minimum
of 12 competency units each term. Graduate students are expected to enroll in a minimum of 8
competency units each term. A standard plan for a student for this program who entered WGU without any
transfer units would look similar to the one on the following page. Your personal progress can be faster, but
your pace will be determined by the extent of your transfer units, your time commitment, and your
determination to proceed at a faster rate.
 Standard Path for Master of Arts, English Language Learning
Course Description CUs Term

Culture 3 1

Professional Role of the ELL Teacher 2 1

Language Production, Theory and

4 1
Acquisition

Theories of Second Language

3 2
Acquisition and Grammar

Assessment Theory and Practice 3 2

Planning, Implementing, Managing

4 2
Instruction

Subject Specific Pedagogy: ELL 3 3

Research Foundations 2 3

Research Questions and Literature

2 3
Review

Field Experience for ELL 3 3

Teacher Work Sample in English

1 4
Language Learning

Total CUs 30
Changes to Curriculum
WGU publishes an Institutional Catalog, which describes the academic requirements of each degree
program. Although students are required to complete the program version current at the time of their
enrollment, WGU may modify requirements and course offerings within that version of the program to
maintain the currency and relevance of WGU’s competencies and programs. When program
requirements are updated, students readmitting after withdrawal from the university will be expected to
re-enter into the most current catalog version of the program.
Areas of Study for Master of Arts, English Language Learning
The following section includes the areas of study in the program, with their associated courses. Your
specific learning resources and level of instructional support will vary based on the individual
competencies you bring to the program and your confidence in developing the knowledge, skills, and
abilities required in each area of the degree. The Degree Plan and learning resources are dynamic, so
you need to review your Degree Plan and seek the advice of your mentor regarding the resources before
you purchase them.
English Language Learning
Culture
Focuses on the nature and role of culture and the importance of cultural groups and cultural identity.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate knows, understands, and uses knowledge of how cultural groups and students' cultural identities affect language
learning and school achievement.

Professional Role of the ELL Teacher

The Professional Role of the ELL Teacher focuses on issues of professionalism for the English Language Learning teacher and
leader. This includes program development, ethics, engagement in professional organizations, serving as a resource, and ELL
advocacy.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate collaborates with and is prepared to serve as a resource to all staff, including paraprofessionals, to improve
learning for all ELL students.
● The graduate demonstrates knowledge of design and implementation of ELL programs and models as well as the regulations
affecting them.
● The graduate demonstrates knowledge of history, legal decisions, research, and current practice in the field of ELL teaching
and applies this knowledge to improve teaching and learning.

Language Production, Theory and Acquisition

Language Production, Theory and Acquisition focuses on describing and understanding language and the development of language.
It includes the study of acquisition theory, error correction strategies, and applied phonology.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate understands and applies concepts, linguistic theories, research, knowledge of the structure of English, and
sociolinguistics to facilitate the acquisition of new language in and out of classroom settings.
● The graduate understands language as a system and applies this understanding to help English language learning (ELL) students
acquire and use English in listening, speaking, reading, and writing for social and academic purposes.

Theories of Second Language Acquisition and Grammar

Theories of Second Language Learning Acquisition and Grammar covers content material in applied linguistics, including
morphology, syntax, semantics, and grammar. Students will explore the role of dialect in the classroom, the connections
between language and culture, and the theories of first and second language acquisition.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate knows, understands, and uses knowledge of how cultural groups and students' cultural identities affect language
learning and school achievement.
 ● The graduate knows, understands, and uses the major concepts, principles, theories, and research related to the nature and
role of culture in language development and academic achievement.
● The graduate understands and applies concepts, linguistic theories, research, knowledge of the structure of English, and
sociolinguistics to facilitate the acquisition of new language in and out of classroom settings.
● The graduate understands language as a system and applies this understanding to help English language learning (ELL) students
acquire and use English in listening, speaking, reading, and writing for social and academic purposes.

Assessment Theory and Practice

Assessment Theory and Practice focuses on issues central to assessment in the ELL environment, including high-stakes testing,
standardized tests, placement and exit assessment, formative and summative assessments, and making adaptations in assessments
to meet the needs of ELL students.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate knows and uses a variety of performance-based assessment tools and techniques to inform instruction of ELL
students.
● The graduate knows and uses a variety of standards-based language proficiency instruments to inform instruction and
understands the use of these instruments for identification, placement, and demonstration of language growth of ELL students.
● The graduate understands various issues of IQ assessment (e.g., cultural and linguistic bias; political, social, and
difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall
mastery) as they affect ELL student learning.
psychological factors) and special education testing (including gifted and talented); the importance of standards; and the

Planning, Implementing, Managing Instruction

Planning, Implementing, Managing Instruction focuses on a variety of philosophies and grade levels of English Language
Learner (ELL) instruction. It includes the study of ELL listening and speaking, ELL reading and writing, specially designed
academic instruction in English (SDAIE), and specific issues for various grade level instruction.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate is familiar with a wide range of standards-based materials, resources, and technologies, and chooses, adapts,
and can use them in effective ELL and content teaching.
● The graduate knows, develops, manages, and implements a variety of standards-based teaching strategies and techniques for
developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum.
● The graduate knows, understands, and applies concepts, research, and best practices to plan classroom instruction in a
supportive learning environment for English language learner (ELL) students.

Subject Specific Pedagogy: ELL

Subject Specific Pedagogy: ELL integrates aspects of pedagogy, assessment, and professionalism in English Language Learning
(ELL). A student develops and assesses aspects of language curriculum development including second language
instruction, methods of second language assessment, and legal policy issues.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate demonstrates knowledge of history, legal decisions, research, and current practice in the field of ELL teaching
and applies this knowledge to improve teaching and learning.
● The graduate knows and uses a variety of performance-based assessment tools and techniques to inform instruction of ELL
students.
● The graduate knows and uses a variety of standards-based language proficiency instruments to inform instruction and
understands the use of these instruments for identification, placement, and demonstration of language growth of ELL students.
 ● The graduate knows, develops, manages, and implements a variety of standards-based teaching strategies and techniques for
developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum.
● The graduate knows, understands, and applies concepts, research, and best practices to plan classroom instruction in a
supportive learning environment for English language learner (ELL) students.
● The graduate understands the importance of acting as a professional resource, advocating for English language learner (ELL)
students, and building partnerships with students' families.
● The graduate understands various issues of IQ assessment (e.g., cultural and linguistic bias; political, social, and
difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall
mastery) as they affect ELL student learning.
psychological factors) and special education testing (including gifted and talented); the importance of standards; and the

Field Experience for ELL

Field Experience for ELL is the field experience component of the English Language Learning program. In this experience,
students are required to complete a minimum of 15 hours of video observations for both elementary and secondary levels.
Additionally, a supervised teaching experience that is face-to-face with English language learners (ELL) according to the
minimum time requirements of the student's state is required. The purpose of this course is to assess the ability of
students, including their engagement in field experience activities, ability to reflect on and then plan standards-based
instruction in ELL, and their ability to locate and effectively use resources for teaching ELL to meet the needs of their
individual learners.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate knows, develops, manages, and implements a variety of standards-based teaching strategies and techniques for
developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum.
● The graduate knows, understands, and applies concepts, research, and best practices to plan classroom instruction in a
supportive learning environment for English language learner (ELL) students.
● The graduate knows, understands, and uses knowledge of how cultural groups and students' cultural identities affect language
learning and school achievement.
● The graduate knows, understands, and uses the major concepts, principles, theories, and research related to the nature and
role of culture in language development and academic achievement.
● The graduate understands and applies concepts, linguistic theories, research, knowledge of the structure of English, and
sociolinguistics to facilitate the acquisition of new language in and out of classroom settings.
● The graduate understands language as a system and applies this understanding to help English language learning (ELL) students
acquire and use English in listening, speaking, reading, and writing for social and academic purposes.
● The graduate understands the importance of acting as a professional resource, advocating for English language learner (ELL)
students, and building partnerships with students' families.
Research
Research Foundations
The Research Foundations course focuses on the essential concepts in educational research, including quantitative,
qualitative, mixed, and action research. This course also teaches students concepts about measurement and assessment, as well
as strategies for obtaining warranted research results.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate analyzes different measurement scales and differentiates between reliability and validity, and their subtypes,
as they relate to assessments.
● The graduate analyzes ethical issues and identifies appropriate procedures for educational research.
● The graduate analyzes the characteristics of research quality and the potential threats to the quality of results in
qualitative, quantitative, mixed methods, and action research studies.
● The graduate analyzes the key aspects of action research and characterizes the major approaches to action research.
 ● The graduate analyzes the key aspects of mixed methods research and characterizes the major approaches to mixed methods
research.
● The graduate analyzes the key aspects of qualitative research and characterizes the major approaches to qualitative research.
● The graduate analyzes the key aspects of quantitative research and characterizes the major approaches to quantitative
research.
● The graduate applies and justifies appropriate research methods and design in quantitative, qualitative, mixed methods, and
action research scenarios to address the research question(s).
● The graduate completes a research proposal.
● The graduate describes the purpose for a literature review and develops an organized literature review relevant to
educational research topics, problems, and questions.
● The graduate develops clear research questions that can be investigated and hypotheses that can be tested with empirical
data.
● The graduate differentiates among the major methods of data collection, including their strengths and limitations in the
selection of an appropriate method of data collection.
● The graduate evaluates and selects appropriate basic data analysis techniques for quantitative, qualitative, mixed methods,
and action research scenarios.
● The graduate evaluates the purpose, process, and practice of the generation and justification of knowledge in educational
research.

Research Questions and Literature Review

The Research Questions and Literature Reviews course focuses on how to conduct a thorough literature review that addresses
and identifies important educational research topics, problems, and questions, and helps determine the appropriate kind of
research and data needed to answer one's research questions and hypotheses. Research Foundations is a prerequisite for this
course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate describes the purpose for a literature review and develops an organized literature review relevant to
educational research topics, problems, and questions.
● The graduate develops clear research questions that can be investigated and hypotheses that can be tested with empirical
data.
● The graduate differentiates among the major methods of data collection, including their strengths and limitations in the
selection of an appropriate method of data collection.
Teacher Work Sample
Teacher Work Sample in English Language Learning
The Teacher Work Sample is a culmination of the wide variety of skills learned during your time in the Teachers College at
WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning,
instructional, and reflective skills in this professional assessment.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized course
plan together.
● The graduate applies instructional strategies that promote learning, engage students, and provide differentiated instruction.
● The graduate evaluates teaching experiences including the planning and implementing of curriculum and instruction through
ongoing reflection.
● The graduate evaluates the teaching context to accommodate student differences to plan for instruction and assessment.
● The graduate integrates strategies to develop academic language that facilitates effective student participation and
engagement in learning.
● The graduate plans comprehensive learning segments of instruction and assessment that align with standards and the needs of
students.
● The graduate plans learning environments that support individual learning, collaboration, and positive social interaction.
● The graduate utilizes assessment data to profile student learning, communicate information about student progress and
achievement, and guide and modify instruction.
Accessibility and Accommodations

Western Governors University (WGU) is committed to providing equal access to its academic programs
to all qualified students. WGU's Student Disability Services department supports this mission by providing
support, resources, advocacy, collaboration, and academic accommodations in accordance with federal
and state statutes and regulations to WGU students and prospective students. Prospective and Enrolled
Students may initiate the accommodation process at any time during their enrollment at WGU. To initiate
the accommodation process, all potential and current WGU students must complete the secure online
Accommodation Request Form located at https://www.wgu.edu/wgu/ada_form. The Student Disability
Services team can be reached at 1-877- 435-7948 x5922 or at sds@wgu.edu. Additional information on
accommodations can be found in the student handbook Accommodations for Students with Disabilities
policy.

Need More Information? WGU Student Services

Student Support Services team members also assist with unresolved concerns to find equitable
resolutions. To contact the Student Support Services team, please feel free to call 877-435-7948 or e-mail
studentservices@wgu.edu. We are available Monday through Friday from 6:00 a.m. to 10:00 p.m., and
Saturday and Sunday, 10:00 a.m. to 7:00 p.m, mountain standard time.