|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
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 a highly constructive class participation, critical thinking and very responsible out-of-class reading and assignment preparation.
-
3.00 Credits
This course provides theory and practice of teaching a modern language (such as French, Spanish, or German) in the USA. Emphasis is placed on the pedagogical aspects of modern language teaching and the preparation of teaching materials and tests for classroom use. As outlined in the ACTFL Guidelines/standards, the class provides training in the major methodologies and techniques of teaching listening, speaking, reading, writing and culture of a modern language. This class calls for a highly constructive class participation and very responsible out-of-class reading and assignment preparation. Using technology critically to support language instruction is required. Offered every fall.
-
3.00 Credits
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 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.
-
3.00 Credits
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.
-
3.00 Credits
(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.
-
3.00 Credits
(Prerequisite, FL600.) 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, 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 development, in this case the acquisition of second languages. The term second includes "foreign" and "third", "fourth", etc.
-
3.00 Credits
(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.
-
1.00 - 3.00 Credits
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: *proven TESOL strategies, techniques, approaches, and resources for ESOL classroom use. *presentation in the content areas of math, science, language arts, and social studies for both elementary and secondary classrooms. *special education and TESOL *assessment strategies, techniques, specially designed for ELL *legal issues related to the education of ELLs and TESOL *native language and literacy methods *parental/administrative/community involvement strategies.
-
3.00 Credits
(Prerequisite, FL 600 or permission of instructor.) This course will involve seminars, observation, participation and supervised teaching experience in English as a second or foreign language.
-
3.00 Credits
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.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|