Foreign Languages
FL 519. LANGUAGE ASSESSMENT AND EVALUATION 3 cr. hrs. This course is a part of the ESL and Bilingual-Multicultural teacher endorsement curriculum, but may be taken as well by non-education majors with consent of instructor. This course explores theoretical and practical aspects of language assessment and evaluation, particularly in measuring second language skills of students identified as limited English proficient under U.S. government entry and exit criteria for ESL, bilingual education and mainstream programs. It explores standardized plus locally-developed tests and other assessment instruments. Students develop criteria for evaluating testing instruments, plus techniques for designing their own instruments for assessing the English or other language skills of specified pupil population.
FL 532. TEACHING ENGLISH AS SECOND/FOREIGN LANGUAGE METHODOLOGY 3 cr. hrs. This course provides theory and practice of teaching English as a second language (ESLEFL). It is designed to provide skills and knowledge for teachers who are/will be working with children identified by the federal government as limited English proficient (LEP). According to TESOL Teacher Education standards, this class emphasizes the critical pedagogical aspects of teaching ESL/EFL and the preparation of teaching materials and tests for classroom use. The class provides training in the major ESL methodologies and techniques of teaching listening, speaking, reading, writing, grammar, vocabulary, computer-assisted language learning (CALL) and culture. This class calls for highly constructive class participation, critical thinking and very responsible out-of-class reading and assignment preparation.
FL 600. LINGUISTICS FOR LANGUAGE TEACHERS 3 cr. hrs. Course focuses on applied linguistics and how it can directly benefit and improve the teaching of ESL/EFL. This course focuses on the processes of second language acquisition and the nature of first language acquisition. The course provides an overview of linguistic, sociolinguistic and psycholinguistic analyses as they pertain to the language poficiency and academic achievement of ESL students (or LEP students). Beginning with a study of the linguistic components of language, the course provides an opportunity for prospective ESL/EFL teachers to explore the relevance of linguistics to second/foreign language teaching and learning.
FL 701. INTRODUCTION TO GRADUATE RESEARCH IN TESOL 3 cr. hrs. An introduction to graduate level research methods used in applied linguistics. It is a hands-on class in which students will develop a research poposal in an area of their choice. We will discuss issues related to research design, methods, and statistics. The main areas of discussion will be: identifying a topic fo research, generating research questions, and witing a research poposal. This will be done by reviewing the relevant liteature, selecting the most appropriate data collection techniques, obtaining approval to wok with human participants, coding and oganizing the data in a database, choosing the appropriate statistical analysis, and writing about the research poject in a pofessional style.
FL 710. SOCIOLINGUISTICS 3 cr. hrs. (Prerequisite, Completion of core courses required for MA TESOL candidates.) This course is an introduction to the study of language in its social context. The class will examine how social class, ethnic background, gender, and other social variables influence language behavior. The course will also focus on past and present research surrounding such issues as language attitudes, standard and nonstandard usage, Black English, bilingualism, rules of social interaction and language planning.
FL 720. SECOND LANGUAGE ACQUISITION 3 cr. hrs. (Prerequisite, FL 600 Linguistics for Language Teachers.) The purpose of this course is to introduce students to theories and research in Second Language Acquisition (SLA). Students will be introduced to the history of SLA and Research Methodologies. Studens should also become familiar ith various theoretical approaches to language learning including Universal Grammar, Cognitive, Functional/pragmatic, Interactionist, and Sociocultural, Sociolinguistic. Students will also be introduced to and should become familiar with at least one research methodology depending on the questions they prefer to ask. SLA is a theoretical and experimental field of study that examines language developemnt, in this case the acquisition of second language. The term second includes "foreign," "third," and "fourth."
FL 730. CROSS-CULTURAL COMMUNICATION IN TESOL 3 cr. hrs. (Prerequisite, Completion of core courses required for MA TESOL.) This course investigates cultural behaviors, assumptions, values, and conflicts surrounding communication across cultures in the context of teaching English as a second or foreign language at all levels. This course explores issues related to the intercultural communication processes. It will consider the important role of context (social, cultural, and historical) in intercultural interactions. Based on insights from critical theory, the course examines the complex relationship between culture and communication from three conceptual perspectives: the social psychological perspective, the interpretive perspective, and the critical perspective.
FL 735. PRACTICUM IN TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE 3 cr. hrs. (Prerequisite, FL 600 and instructor's permission.) This course will involve seminars, observation, participation and supervised teaching experience in English as a second foreign language.
FL 770. INDIVIDUAL DIFFEENCES IN LANGUAGE LEARNING 3 cr. hrs. Purpose of this couse is to gain an undestanding of how learners in a classroom differ from one another and the impact these individual differences in langauge learning have on the pocess of second language acquisition, the rate of acquisition, and peformance in the classroom. Students will: 1) explore the role of cognitive aspects such as aptitude and field independence in SLA 2) explore the role of affective factors such as motivation and risk-taking 3) discuss how language learning strategies influence student peformance 4) discuss the pedagogical implications for language teachers.
FL780. LANGUAGE STRUCTURE FOR ENGLISH LANGUAGE TEACHERS 3 cr. hrs. Grammar for Teachers provides an opportunity for pre-service and in-service ESL/EFL teachers to learn about current insights and strategies in the teaching of grammar from the disciplines of sociolinguistics, composition, and TESOL. The class will examine attitudes and beliefs about grammar in the society at large, as well as investigating trends and research in the teaching of grammar to better serve not only English Language Learners, but all students. FL 780 studies grammars in oral as well as written language discourse, with emphasis on language use.
FL 790. CALLT (COMPUTER-ASSISTED LANGUAGE LEARNING AND TEACHING ) FOR ESL/EFL TEACHERS 3 cr. hrs. This course focuses on the theory and practice of computer-Assisted Language learning and Teaching (CALLT). Areas covered in the course include: a brief review of the history of CALLT; latest pedagogical approaches based on CALLT; the introduction of various CALLT software packages (vocabulary and grammar learning programs, electronic-storybooks, language quizzes and games, TESOl e-portfolios etc.); introduction of online language teaching and learning (WebQuest, online communication, web resources, etc.); and the use of E-dictionaries, E-thesauruses, and MS Office applications.
FL 800. THESIS HOURS 1-6 hrs. This course is for students who are writing their thesis under the guidance of their thesis adviser and committee members. They will enroll for the number of credits they need to fulfill their degree requirements (1, 2, 4, or 5). They can enroll for as many credits as they need, but no more than 3 credit hours will count toward their degree requirements. Students will meet with their adviser as needed. *The course will be graded on a Pass/No credit scale.
Last Updated June 18, 2008