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Course Criteria
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3.00 Credits
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.
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3.00 Credits
(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.
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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 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.
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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: 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.
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3.00 Credits
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.
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3.00 Credits
(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.
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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.
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3.00 Credits
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.
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3.00 Credits
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.
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1.00 - 6.00 Credits
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.
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