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Graduate ESL Certification Course Descriptions

EDU 512 - TESOL Methods With Field Experience
This course provides an overview of the full range of the methodology for teaching English as a second language (ESL) and as a foreign language (EFL), especially appropriate for the K-12 classroom teacher who has non-English speaking students in the classroom. It provides students a thorough understanding of the nature of teaching and learning ESL or EFL. It examines the basics of teaching ESL or EFL history, theories, models, techniques, and applications. It aims to enable students to incorporate the appropriate ESL or EFL strategies in their teaching and adapt their materials and instructional methods to meet English language learners’ needs and accommodate their learning styles. Course topics include techniques and strategies for improving language learners’ listening, speaking, reading, writing, and communication skills, the role of the teacher, the needs of the learner, language testing and assessment, materials design, use of new technology in language teaching, and the development of lesson plans, including the selection and uses of texts and other materials. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students taking this course are required to complete a 10 hour field experience. This field experience will include both observation and engagement with English Language learners. Students are also expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 514 - Theories of Second Language Acquisition
This course provides students a comprehensive introduction to the prominent theories and research of second language acquisition (SLA), explores factors that influence L2 learning process, compares the similarities and differences between first and second language acquisition, and discusses the implications of these theories for second language teaching. Course topics include second language acquisition theoretical models, the processes of first and second language acquisition, their similarities and differences, individual differences, second language teaching styles, the role of affective factors, the role of error correction, and implications of language acquisition research for language teaching. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students taking this course are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 517 - Multicultural Education
This course is designed to enable students to examine and survey various anthropological, historical, sociological, and political perspectives on multicultural education and apply relevant theories and principles to educational practices in different educational settings: general education, ESL, and EFL. It equips students with the knowledge, skills, and cultural competencies that enable them to facilitate learning among students from various linguistic and cultural backgrounds. Students are expected to develop an in-depth understanding of multiculturalism at an individual and societal level and to raise their own sensitivity to issues that affect diverse cultural and linguistic groups. Students will be able to explore and analyze the issues of language, culture, ethnicity, racism, diversity, multicultural education. It also enhances students’ ability to develop culturally responsive lessons plans that include strategies for teaching and assessing multicultural and multilingual language learners. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 522- Language Testing and Material Development
This course is designed for students who are currently working with, or plan to work with students from multilingual environments who are receiving instruction in their native language and/or in English as a second (ESL) or foreign language(EFL). It is designed to provide prospective or in-service ESL or EFL teachers with theoretical background and practical experience in language testing and materials development for teaching English to speakers of other languages. The course provides a general background in language testing and assessment issues, opportunities to examine assessment instruments, and practical experience in developing and using formal and informal assessment measures. It also provides opportunities to locate, organize, evaluate, adapt, and create materials for a variety of ESL or EFL classroom purposes. Topics of the course include formal and informal methods of assessing language proficiency, test preparation, multifaceted classroom assessment, the use of rubrics to assess speaking, listening, reading and writing, interpretation of test results, remediation plans based on assessment, education intervention, conducting needs analysis, effective lesson planning, task design, curriculum planning, syllabus design, and materials evaluation, adaptation, and development. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

LAN 510 – Linguistics
This course is a general introduction to the field of linguistics. It focuses primarily on the five core areas of linguistics: phonetics, phonology, morphology, syntax, and semantics. Topics will include an overview of theoretical models, experimental methods, and current issues in linguistics in relation to second or foreign language teaching, current scientific debates in the field of linguistics, the relationship between linguistic data and language learning and teaching theories and models, discourse analysis, the scientific study of human language, languages as structured systems of form and meaning, with attention to the biological, psychological, cultural, and social aspects of language and language use, and the relationship between language and education. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.

EDU 550T- Field Experience: TESOL

The purpose of TESOL Field Experience is for students planning to teach English as a second language to gain ESL or EFL experience while contributing professionally to an organization providing ESL or EFL as a teacher or teacher aide applying the knowledge and methods from the field of teaching English as a second or foreign language. The second purpose is to create a learning community to exchange ESL or EFL ideas and approaches and to give and receive feedback with other ESL or EFL students and ESL or EFL teachers. This apprenticeship TESOL field experience course is your opportunity to interact with English Language Learners (ELLs) in diverse classroom settings as you become an active member of the teaching profession. This is an opportunity that requires commitment, reflection, time, effort, and professionalism.  This course provides an opportunity to practice observing, planning, and executing ESL or EFL lessons through observing teachers of English as a Second or Foreign Language in actual teaching situations, co-teaching and teaching ESL or EFL lessons to ELLs. The course aims to enhance your ESL or EFL teaching skills and assessment, to enable you to network with other professionals in the field of ESL and EFL, and to test yourself in an actual ESL or EFL work setting.  The course requires at least fifty hours of apprenticeship field experience in actual ESL or EFL teaching settings of your choice that must include a public school setting. These fifty hours are divided into three areas: 25 hours of observation, 15 hours of co-teaching, and 10 hours of teaching.  While learning to apply classroom learning to actual client engagements, you will receive both individual and group guidance and supervision. 

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