TESOL Course Listing

Core Curriculum
18 CI 701: Masters Research Seminar: Curriculum and Instruction (3 hrs)
Learn about research and bibliographic methods in curriculum and instruction; analytic, evaluative writing about research; use of research facilities.

18 CI 702: Inquiry into Teaching and Learning (3 hrs)
This course explores various modes, formal and informal, for posing and pursuing questions about teaching and learning. Emphasis is on teachers as knowledge generators.

18 CI 703: The Role of Teachers in a Democratic Society (3 hrs)
Builds on the theoretical, philosophical, and practical foundations of what it means to be a teacher in a democratic society, with applications to students’ personal and professional lives as teachers.

18 CI 704: Forces Shaping the School Curriculum (3 hrs)
Examines philosophical, historical, political/ legislative, and socio-cultural forces shaping school curricula, past and present. The course provides multiple perspectives for identifying and evaluating the consequences of curricular choices.

18 CI 705: Addressing Diversity in the Classroom (3 hrs)
Focuses on the nature of diversity, both in society and in the classroom, and its relationship to what is studied and how it is taught. The course addresses nature and use of culturally responsive pedagogy to enhance learning and the classroom experience.

18 CI 774: Education Technology-Social, Ethical, Legal, and Human Issues (3 hrs)
This course is a critical examination of technology and its impact on society and individuals from an ethical, legal, and social perspective.

18 CI 874: Culminating Experience Option: The Master’s Project
The Master’s Project is an option for graduate students/practitioners who view the M.Ed. as a terminal degree. Projects should produce a tangible product such as a curriculum, literature review, CD/DVD, or action research study. The candidate should be able to explain how their project applied ideas or skills learned in the program to the problem being addressed and why this approach is appropriate. The results of a project should be useful to the candidate and to others in the field.

TESOL Curriculum
18 LTCY 780: Theories of Second Language Acquisition (3 hrs)
This course is designed to provide a general overview of scientific research into how students learn a second language as well as an essential point of reference for educators and researchers who facilitate the student’s learning process. Second language acquisition (SLA) is a theoretical and experimental field of study which examines the phenomenon of language development and extends an understanding of the complex processes and mechanisms that drive language acquisition. Typical phases in SLA and stages in language development are discussed.

18 LTCY 781: Teaching Reading and Writing in ESL (3 hrs)
This course is designed to explore the critical role of reading and writing in second language acquisition through an overview of theories on bi-literacy as well as important components related to acquiring bi-literacy. Basic processes in reading, common errors in L2 student’s writing, steps in the writing process, developmental stages in reading and writing, various teaching strategies, and practical applications for second language pedagogy for different age groups are discussed and analyzed.

18 LTCY 782: Teaching Methods and Techniques for ESL (3 hrs)
This course is designed to explore classroom strategies, instructional procedures, and pedagogical applications for ESL students in conjunction with research/evidence-based principles and second language teaching and learning. Each teaching strategy will be addressed from a theoretical perspective, and will exemplify the ideas to be used in practical classroom settings.

18 LTCY 783: Applied Linguistics: Phonology (3 hrs)
This course is designed to examine comprehensive treatment of second language pronunciation pedagogy derived from current research, theory, and practice. It covers a detailed analysis of the sound system of American English, common stress patterns and intonations in speech, language, production, and research on the acquisition of second language pronunciation abilities as well as in-depth discussion of instructional issues.

18 LTCY 784: Evaluation and Assessment for ESL (3 hrs)
This course is designed to equip candidates with the knowledge and skills to effectively assess and evaluate limited English proficient students’ performance in English. It addresses current trends and linguistic issues and biases in measurement, understanding of concepts in assessment as well as formative and summative assessments. It also discusses a way to evaluate curriculum and materials within a framework for determining the effectiveness and appropriate uses for evaluations and assessments, including norm-referenced, curriculum based, performance-based, and alternative assessments.

18 LTCY 785: Sociolinguistics for Teaching English as a Second Language (TESL) (3 hrs)
This course is designed to examine multidimensional factors relating to the relationship between language and society. The fundamental concepts of sociolinguistics in SLA include the interplay of linguistics, social, political, socio-economic, and cultural factors in human communication as well as pragmatics, discourse varieties, aspects of social and academic language, rhetorical registers, regional varieties of language, bilingualism, pidgins and creoles, and issues of gender and ethnicity.

18 LTCY 786: Practicum in Teaching English as a Second Language (3 hrs)
This course is an interface course that includes two interconnected elements: a seminar and field experience. In the seminar, the current governmental regulations related to the ESOL field, legal foundations, professionalism, and socio-cultural and educational context for teaching English language learners are discussed. The field experience component ensures that candidates get experience instructing LEP identified students under the guidance of a TESOL endorsed mentor.

18 LTCY 787: Applied Linguistics: Morphology, Syntax, and Semantics (3 hrs)
Focused on theoretical perspectives, major issues, and current controversies, this course is designed to facilitate the candidate’s knowledge and understanding of the linguistic structure as a system, including morphology, syntax, and semantics, in order to be effective language teachers. It is a goal of this course that the candidates use knowledge of these interrelated aspects of language as they support ESL students’ acquisition/learning of English.