Master of Education in Language, Literacy and Culture (M.Ed.)

The M.Ed. in Language, Literacy, and Culture prepares all candidates with the advanced instructional skills needed to be effective literacy teachers. Candidates will complete the “Core Courses” in addition to selecting one of two specializations for further study. The “Literacy” specialization includes advanced coursework in literacy theory, assessment, and practice, which allows candidates to complete the coursework necessary for the Literacy Teacher and Literacy Coach certification. In addition, this specialization affords candidates with the opportunity to select one additional elective to qualify for the Literacy Specialist certification. The “Language & Culture” specialization includes coursework specific to English Language Learners (ELLs) including courses such as second language acquisition, sheltered instruction, and assessment for ELLs. By completing these courses, candidates will meet the coursework requirement to earn South Carolina’s English for Speakers of Other Language (ESOL) certification. 

Student Learning Outcomes for the Program

1. Demonstrate advanced instructional techniques for developing PK-12 students’ reading, writing, and speaking skills.
2. Apply research methodologies to analyze literacy instruction provided to PK-12 students.
3. Use a critical pedagogical lens to analyze current curricula and materials being used to educate PK-12 students.
4. Analyze current literacy trends and theories from a socio-historical perspective.

Student Learning Outcomes: Literacy Specialization Courses

1. Analyze the reading program(s) being used to develop PK-12 students’ literacy abilities.
2. Assess PK-12 students using a variety of reading, writing, and dispositional assessments.
3. Evaluate the quality of staff developments geared towards supporting quality literacy instruction.

Student Learning Outcomes: Language and Culture Specialization Courses

1. Modify curricula and materials so they are appropriate for English language learners.
2. Demonstrate a deep understanding of the practices, techniques, and policies used to teach English language learners.
3. Design and implement a research-based curriculum for English language learners.
4. Demonstrate understanding of common assessments used to evaluate language minority students.

Admission to Study

Applications for graduate study should be directed to the Office of Graduate Studies at Coastal Carolina University.

Admission Requirements

Applicants for M. Ed. in Language, Literacy, and Culture program admission must meet the following requirements:

1. A completed application for graduate study at the University and an official transcript from each school or college previously attended (all prior undergraduate academic study must be represented as well as other graduate study if such study has been completed).
2. At least two letters of recommendation, one of which should be from a supervisor in an educational setting.
3. Official transcripts reflecting an undergraduate Grade Point Average (GPA) of 3.0 (overall) OR, report of minimum scores on the Graduate Record Examination (GRE) (minimum score of 286 with no less than 146 on the verbal and 140 on the quantitative portions), OR, report of a minimum score (388) on the Miller Analogies Test (MAT). Scores must be no more than five years old.
4. Evidence of teacher certification. (NOTE: For students seeking the instructional technology concentration only, certification requirement may be waived based on program review.
5. If a non-native speaker of English, provide official results from tests taken within the last three (3) years or one of the following acceptable means of documenting English language proficiency consistent with success in graduate programs (Note that higher scores may be required of some graduate programs so applicants are urged to consult their desired program to identify whether a higher score is required):

1. A minimum score of 550 on the paper-based (PBT) or 79 on the internet (iBT) Test of English as a Foreign Language  (TOEFL);
2. A minimum score of 6.5 on the International English Language Testing System (IELTS) exam;
3. Certificate of Completion of level 112 of English for Academic Purposes (EAP) from an ELS Language Center;
4. Pearson Test of English (PTE) Academic with a score of 59;
5. Cambridge Certificate of Advanced English (CAE) with a minimum level of C1;
6. Cambridge Certificate of Proficiency in English (CPE) with a minimum level of C1;
7. Michigan English Language Assessment Battery (MELAB) with a score of 77;
8. Test of English for International Communication (TOEIC) with a score of 745;
9. Bachelor’s degree earned from a regionally accredited U.S. institution of higher education within the last three (3) years.

Degree Requirements

All Master of Education (M.Ed.) degrees in the Spadoni College of Education include the following requirements. Every degree seeking student will meet with an assigned faculty adviser to plan the program of study. The appointment of an adviser is not intended as an assurance to the student that he or she has been officially admitted to any particular program of study. No more than twelve (12) hours of study may be taken or applied to meet program requirements prior to full admission to the program.

1. Successful completion of an approved program of study, 30-36 semester hours, of which at least 50 percent must be earned in courses numbered 600 or above.
2. Successful completion of the prescribed culminating experience.
3. A minimum grade point average of 3.0 (B) is required on the total graduate program. Grades below B on 12 hours of graduate work will disqualify a student for a graduate degree in the College.

No academic program can be approved until the student has been admitted to the graduate program as a degree-seeking graduate student. Students are cautioned that graduate credit earned prior to full admission to a degree may not be applicable toward the degree requirements. The program should be established, at the latest, by the end of the first semester of study.

Students seeking admission to a degree program where the program represents a notable difference from their baccalaureate level study may be expected to engage in additional study in the specialized degree area beyond basic degree requirements.