Finding Deeper Meaning in Teaching English as a Second Language

When Annie Andrews began teaching the English language to young learners in Northwest Arkansas, she wanted to do more than help her kids memorize vocabulary or practice pronunciation. She wanted them to understand how language works and how people truly learn it.

As a kindergarten-through-second grade teacher at Gentry Primary School, Andrews works with students from 5 to 8 years old for whom English is not their first language. Through a combination of small-group pull-out instruction and in-class education, she helps students build foundational English skills alongside their peers. That hands-on experience made the online Master of Education in Teaching English to Speakers of Other Languages degree program at the University of Arkansas a natural next step.

“I teach ELD [English language development],” Andrews, 37, said. “I want to deepen my understanding of language acquisition and how I can make my instruction more effective for that.  I have pull-out classes, which are kind of a small group setting, not a regular class size. We hold them during scheduled small group time. Each grade level has a small group time, and we use this time to help students who need intervention or enrichment.”

In addition to this master’s degree, Andrews has already earned a licensure endorsement in English as a Second Language from the U of A. Successful students apply to the Arkansas Department of Education for a licensure endorsement as an added credential for their teaching license.

Now nearing completion of the program, with expectations of graduating in summer 2026, Andrews describes the degree as transformative—not only for her own teaching, but for educators working with multilingual learners across settings.

The online M.Ed. in TESOL is designed to deepen educators’ understanding of linguistics, second-language achievement, and culturally responsive teaching practices. For Andrews, this focus has reshaped how she approaches instruction.

“So far, the coursework has really focused on linguistics and second-language acquisition,” she said. “It has and will continue to help me apply my knowledge of linguistics and add a functional approach to language to design my instruction.”

Rather than teaching English as a set of isolated rules, the program emphasizes how language functions in real contexts—how meaning shifts depending on audience, purpose, and setting. Andrews points to learning about language registers—the way language is used—as one example of how theory translates directly into practice.

“It’s been very interesting learning more about language and the different registers that people use,” she said, noting how communication changes between professional, academic, and personal environments.

This kind of insight is especially valuable for TESOL educators, who must help students navigate not just grammar, but the social and academic expectations embedded in English.

While Andrews’ work is rooted in elementary education, she believes the skills developed through the TESOL program have wide-reaching value.

“[The skills taught in these courses will] give you better communication in any aspect of your life and give you better tools to understand different aspects of language,” she said. “The program gives you the tools to better communicate with those for whom English is not their first language, as well.”

That emphasis on cross-cultural communication is a cornerstone of the program. Graduates are prepared not only for K–12 and higher education roles, but also for work in community education, curriculum development, and global or multilingual environments where effective communication is critical.

For teachers of English to speakers of other languages, the degree provides a framework for understanding students more holistically—recognizing the linguistic knowledge they already possess while supporting their growth in English.

As a full-time teacher, parent, and caretaker of what she jokingly describes as “basically a farm,” Andrews needed a program that could fit into a busy life. The online format made that possible.

“It’s not like a fully self-paced program,” she explained, “but I can choose when I finish assignments.  I usually have something due once a week. That is nice because, you know, there might be one day I absolutely have zero time to do homework.”

The structure of the online M.Ed. in TESOL allows students to engage deeply with coursework while maintaining professional and personal responsibilities—a key benefit for educators already working in the field.

Equally important to Andrews has been the level of support from faculty.

“Every staff member that I have come into contact with in this degree program has been very helpful and very supportive,” she said.

She also highlighted the collaborative nature of the program, noting the value of discussions and peer feedback with fellow educators who bring diverse experiences to the virtual classroom.

Andrews hopes her experience will encourage others who are considering the degree.

“I would say if they are any kind of interested in it, it would be so helpful,” she said. “They should just go for it.”

For Andrews, the program has done more than advance her credentials—it has given her a deeper understanding of language, learning, and the students she serves every day. For teachers working with English learners, that knowledge can make all the difference.