A. APPLIED LINGUISTICS (3 CH). Engl 596o is recommended to meet this requirement.
English 596o: Introduction to Applied Linguistics: Applied linguistics is the main research base for TESOL and foreign language teaching. It is also an interdisciplinary field with strong influences from psychology, sociology, anthropology, education, and cognitive science. In this course, we will get a wide-ranging view of applied linguistics, from its primary theoretical assumptions to its primary research methods to its primarily applications.
B. TESOL METHODS (3 CH). Engl 555 meets this requirement.
English 555: Introduction to TESOL: The course will provide a general overview of the TESL profession covering prominent theories, methodologies, and issues in the field. Coursework will cover the major methods, including Grammar-Translation, the Direct Method, Audiolingualism, and Communicative Language Teaching. In addition, issues of learner variables, motivation, and contexts of teaching and learning will also be addressed. Students will participate in mock lessons, tutoring sessions, and observations.
C. PEDAGOGICAL ENGLISH GRAMMAR (3 CH). This requirement is met by either English 506 (for students with no or little Linguistics background), or English 612 (for students with Linguistics preparation). Students should consult with the Program Advisor to choose the appropriate course.
English/SLAT 506: Modern English Grammar for TESL: This course covers basic concepts in linguistics and English grammar for teachers of English as a global language, and is useful for students of TESL, English, and Linguistics. The first part of the course will introduce linguistics through both structural and functional perspectives—the development, social context, textual structures, syntax, words, and sounds of English. The second part of the course, grounded in real pedagogical examples, introduces the pedagogy of English grammar. Coursework will include reflective writing, linguistics problems, pedagogical grammar exercises, three exams, and a final project.
English/SLAT 612: Grammatical Analysis: This course is a descriptive overview of English grammar, surveying English grammatical structures and major patterns of language use, and developing skill in grammatical analysis. We will analyze both written and spoken English grammar in the context of discourse and register characteristics, and will also discuss classroom implications. Students will complete a final project related to their own interests in applying the knowledge learned in the course (e.g., to ESL instruction).
D. RESEARCH METHODS (3 CH). Engl 596j meets this requirement.
English/SLAT 596j: Second Language Acquisition Research: This course is designed to explore the nature of research in SLA and to help situate students theoretically and methodologically in this research domain. The focus is on classroom-oriented research in various educational settings, which investigates both qualitative and quantitative approaches to research and processes of conducting research, from identifying problems, formulating research questions, collecting, analyzing, and interpreting data, to writing up research for presentation and publication.
E. SECOND LANGUAGE ACQUISITION (3 CH). English 615 meets this requirement:
English/SLAT 615: Second Language Acquisition Theory: This course is designed to present an overview of the field of second language acquisition, the study of how second and foreign languages are learned after a first language has already been acquired. SLA is a broad subfield of linguistics with many interesting and exciting areas of research.
F. MATERIALS/CURRICULUM DEVELOPMENT AND/OR ASSESSMENT (3 CH). English 613 meets this requirement:
English/SLAT 613: Methods of TESOL (Advanced): This advanced level methods course has three areas as its major focus. First, it introduces concepts in ESL/EFL curriculum development and course design and provides skills needed to develop a course. Second, it focuses on ESL/EFL assessment and related issues, such as standards and testing. Third, it provides students with the necessary skills to develop, evaluate, and adapt instructional ESL/EFL materials for all receptive, productive, and complementary language skills for different contexts, proficiency levels, and purposes. By completing a coherent curriculum and assessment project in addition to several other course assignments, the course participants will extend personal knowledge in the areas of curriculum design, materials development, and second language assessment.
G. CULTURE (3 CH). English 620 or 558 meets this requirement.
English 620: Cultural Dimensions of SLA. This course explores the relationships between language learning and culture, and includes discussion of Global Englishes, Teaching English as an International Language, intercultural communication and competence, and anthropological perspectives on language learning and use.
English 558: Culture in TESOL. "Culture" is a central yet underexamined concept in the field of TESOL/second language teaching—it has even been called “the fifth skill” after listening, speaking, reading, and writing. This course will examine the culture concept carefully and critically, both from general/theoretical and specific/practical perspectives. Having taken this course, students should be able to generate researchable topics in the area of TESOL/second/foreign language teaching and culture, as well as have a clearer sense of the perils, possibilities, and means of working with cultural matters in and beyond the TESOL/second/foreign language classroom.
H. SPECIALTY COURSES (6 CH). Students must take two courses from the following offerings:
English/SLAT 589: Internet Technologies in L2 Teaching and Learning: This course explores theory, practice, and pedagogical application of the latest Internet and computer technologies in second/foreign language education, including synchronous and asynchronous chat, blog, wiki/collaborative docs, audio (podcasting), video, virtual world/digital gaming, mobile/handheld computing, and social media technologies, in view of CALL (computer-assisted language learning), CMC (computer-mediated communication), SLA/D (second language acquisition and development), and literacy/ies research. Class activities will include small group discussions, presentations, and hands-on use of the technologies being discussed. Projects include reaction papers, blog postings, development of a technology-mediated L2 learning activity, and an evaluation of a game or CALL app (e.g. Duolingo, Babbel, Busuu, Memrize, etc.), and a final research project or book review.
- English 596o: Second Language Writing: Second language writing is a growing area of interdisciplinary study that draws on insights from applied linguistics, second language studies, and writing studies. This course will provide an overview of the theory and practice of second language writing. We will explore topics such as L2 writing processes and development, L2 texts, biliteracy, pedagogical approaches and strategies, culture, and identity.
- English 596o: Introduction to Corpus Linguistics: This course is designed as an introduction to Corpus Linguistics and its applications to Applied Linguistics and Second Language Acquisition and Teaching. The course has three major objectives: · to present an overview of the current state of research findings in this field, particularly as they relate to second language acquisition and teaching; · to introduce analytical techniques required for students to carry out their own corpus linguistic research projects; · to introduce class members to tools for using corpus linguistics in research and teaching. Class members will be asked to read and discuss assigned texts and to complete and present a term project.
- English 596o: Discourse Analysis: This course will introduce students to theories and methods for the analysis of discourse. The goal is to equip students with knowledge and exposure to a range of discourse analysis traditions, approaches, and techniques so that students can gain a comprehensive understanding of the field and draw from one or more of those to conduct discourse analysis on their own. Students will also be provided with multiple opportunities and hands-on practice to analyze and interpret different types of discourse data. The course, however, will focus particularly on spoken data in face-to-face interactions in L2 (ESL) learning/teaching contexts or classroom settings. Each class session will include lecture/discussion of course readings and a time to engage in practical discussion or use of methodological tools/issues (including data collection and data analysis).
I. APPLIED ESL (3 CH). English 693a meets this requirement.
English 693a: Applied ESL: This course is designed to prepare ESL teachers professionally and will cover topics such as job hunting, interviewing, writing a CV, conferences, observations, assembling a portfolio, and conducting and presenting action research. Students will participate in 10 hours observing ESL in at least two community and university contexts. Requirements include a report of an action research project, a poster presentation of the project, and a portfolio which may be used for securing jobs.