|PROGRAM OF STUDY|
|TESOL TEACHER EDUCATION STANDARDS|
|TESOL MISSION & ACCREDITATION|
Teaching English to Speakers of Other Languages
Master of Arts in Teaching English to Speakers of Other Languages (TESOL), 36 hours
This course focuses on applied linguistics and how it can directly benefit and improve the teaching of ESL/EFL. This graduate level 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 analysis as they pertain to the language proficiency 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. The course calls for a highly constructive class participation, critical thinking and very responsible out of class reading and assignment preparation.
An introduction to graduate level research methods used in applied linguistics. It is a hands-on class in which students will develop a research proposal 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 for research, generating research questions, and writing a research proposal. This will be done by reviewing the relevant literature, selecting the most appropriate data collection techniques, obtaining approval to work with human participants, coding and organizing the data in a database, choosing the appropriate statistical analysis, and writing about the research project in a professional style.
(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.
This graduate-level course is a core course in the TESOL teacher licensure and MA TESOL curriculum. TS719 explores theoretical and practical aspects of language assessment and evaluation, particularly in measuring second language skills of English Language Learners. The course explores standardized, locally-developed tests, and other assessment instruments. Students develop criteria for evaluating testing instruments. They also develop techniques for designing their own instruments for assessing various language skills of specified pupil populations. The course calls for a highly constructive class participation, critical thinking and very responsible out of class reading and assignment preparation.
(Prerequisite, TS 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. Students should also become familiar with various theoretical approaches to language learning including Universal Grammar, Cognitive, Functional/pragmatic, Interactionist, and Sociocultural, Sociolinguistics. 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 development, in this case the acquisition of second languages. The term second includes "foreign" and "third", "fourth", etc.
(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 courses 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.
This umbrella course will offer courses/workshops that will require in-depth critical reflection and build knowledge and skills in special topics in the field of Teaching English as a Second Language (TESOL). The class will meet the needs of mainstream classroom teachers, paraprofessionals, and pre-service teachers. Topics will include, but not be limited to: 1) proven TESOL strategies, techniques, approaches, and resources for ESOL classroom use. 2) presentation in the content areas of math, science, language arts, and social studies for both elementary and secondary classrooms. 3) special education and TESOL 4) assessment strategies, techniques, specially designed for ELL 4) legal issues related to the education of ELLs and TESOL 5) native language and literacy methods 6) parental/administrative/community involvement strategies.
The course 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). This graduate-level course provides theory and practice of teaching English as a second language (ESL) and English as a foreign language (EFL) to non-native speakers. 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 also provides training in the major methodologies and techniques of teaching listening, speaking, reading, writing, grammar, vocabulary, computer-assisted language learning, and culture. The course calls for a highly constructive class participation, critical thinking and very responsible out of class reading and assignment preparation.
(Prerequisite: FL600 or permission of instructor.) This course will involve seminars, observation, participation and supervised teaching experience in English as a second or foreign language.
The purpose of this course is to gain an understanding of how learners in a classroom differ from one another and the impact these individual differences in language learning have on the process of second language acquisition, the rate of acquisition, and performance 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 performance 4) discuss the pedagogical implications for language teachers.
This course 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. TS 780 studies grammar in oral as well as written language discourse, with emphasis on language use.
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;and the use of E-dictionaries, E-thesauruses, and MS Office applications.
This course is for students who are writing their thesis under the guidance of their thesis advisor and committee members. They will enroll for the number of credits they need to fulfill their degree requirements (1, 2, 3, 4, 5 or 6). 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 advisor as needed. The course will be graded on a pass/no credit scale.
(Prerequisite, junior standing.) This course is designed to prepare students to effectively educate culturally, ethnically, racially different and differently abled students. Major components are: to explore personal biases and methods of overcoming them; explore the basic principles underlying multicultural education and to develop appropriate teaching strategies, activities and materials; to adapt an evaluate curricula for use in culturally diverse, as well as homogenous, classrooms.
Brain-compatible classrooms are brain-friendly places in which the teaching/learning process is based on how the brain functions and the mind learns. We will use brain science and cognitive science to examine and reshape how, where, what, and when we teach. Brain compatible classrooms are designed with challenging, creative, safe, enriched environments that balance direct instruction with hands-on authentic constructivist learning. Brain-friendly strategies include teaching for, of, with, and about thinking/reflection. Course curriculum includes ways to recognize the diverse conditions that confront learners and how to address specific learning needs of diverse, at-risk students, including those who are hard to reach.
(Prerequisite, graduate standing or permission of the instructor.) Studies in specific topics in rhetoric and composition. Topics addressed will vary from semester to semester, including such topics as History of Rhetoric, Modern Rhetoric, Classical Rhetoric, and Introduction to Composition Studies. May be repeated for credit with different topics.
(Prerequisite, graduate standing or permission of the instructor.) Studies in specific topics in language and linguistics. Topics addressed will vary from semester to semester; specific detailed descriptions are available in the Department of English office before registration begins. May be repeated for credit with different topics.
(Prerequisite, graduate standing) This course provides an introduction to teaching composition at the college level, including an overview of current theoretical approaches to teaching writing, with special attention to ESL and multicultural issues. Instruction will include designing and sequencing writing assignments, creating grading rubrics and other assessment strategies, as well as practical advice for managing day-to-day classroom issues, like how to conduct group work. will include attention to how freshman composition courses contribute to the overall goals for General Education, especially in terms of writing skills.
Emphasis is placed on the teaching of reading and its relationship to the language arts (reading, writing, speaking, listening, and viewing). The content includes an overview of theories and learning models that have influenced the teaching of reading. Discussions will focus on the importance of a literacy-rich environment both in the classroom and home. Prominent research in reading education will be reviewed and applied to the student’s own learning situation.
This course is designed to help middle/secondary school teachers view reading as an integrated part of the school curriculum. Issues to be explored include elements of reading/learning styles, techniques for teaching vocabulary, comprehension, study skills, special approaches for adapting instruction to all types of learners, motivation for lifelong reading and learning, and technology/reading. Emphasis is on reading (and writing) as an interactive and developmental process.
Teachers of reading must be familiar with current theory, research and exemplary practices in the field of reading. This course explores current issues related to reading curriculum planning with an emphasis on strategies and techniques for instruction. Students will plan instructional strategies and reflect on their own reading curriculum.
This course is intended to provide students with a clear picture of the field of instructional design and technology, the trends and issues that have affected it in the past and present, and those trends and issues likely to affect it in the future.