TESL/TEFL Program Course
The English Language for Teachers, 3 cr.
teachers must understand how the English language
works and must be able to describe how it works.
This course is designed for future teachers of the
English language. It covers the structure of sounds,
words, phases, and sentences; language use; and the
structure of meaning of the English language, with
applications of each topic to the teaching of the
English language and English language arts.
English Grammar: Description and Instruction, 3 cr.
All teachers of
English as a second or foreign language must have a
good descriptive knowledge of English grammar as
well as an arsenal of techniques for instructing
their students. This course is intended to help
future ESL/EFL teachers develop an understanding of
the structure of the English sentences and the
problems that non-native students face when learning
English grammar. This course will also investigate
ways of teaching grammar to English language
Language and Culture, 3 cr.
psychological and linguistics study of various
aspects of the interconnections of language and
culture. Topics may include Japan, Southeast Asia,
Thailand, Maya, Latin American, Native American,
Afro-American, the hearing impaired. Prereq.: TESL
320k: Language and Culture of Latin America, 3
and linguistics study of various aspects of the
interconnections of language and culture within the
region of Latin America, with particular emphasis on
the Caribbean. Topics covered will include colonial
history, creoles, language contact, and Caribbean
English. Prereq.: TESL 301
Language, Society and Education, 3 cr.
study the relationship between language and society
or culture are in a unique position to provide
insight into language- and culture-related social
problems. This course is based on the notion that
many educational problems are related to differences
between students' home language or dialect and the
"official" school variety. It examines the
relationship between language, culture, and society,
with particular attention to how factors such as
class, gender, race, and ethnicity impact student
performance in the classroom. Issues of identity,
bilingualism, and language prejudice will also be
TESL 340: Teaching English as a Second
Language: Practices and Procedures, 3 cr.
Practices and techniques related to the teaching of
English as a second language, in ESL or bilingual
education programs; meant for those students who are
not yet teaching in the field.
Teaching English as a Second Language:
Principles of Language Teaching, 3 cr.
Theories and principles underlying the teaching of
English as a second language to limited-English
speaking children and adults. Survey of
various methodologies in second language teaching
and bilingual education. Reviews relationships
between language and culture and discusses the major
problems in language education.
Assessment in the Bilingual Classrooms, 3 cr.
Study of recent
developments and trends in the assessment of
language in the context of bilingual education.
Analysis and evaluation of bilingual tests in
current use. Review of relevant assessment
procedures. Prereq.: Prior
approval from the Department of Education.
TESL 343: Assessment of the
Limited-English-Proficient (LEP) Student, 3 cr.
assessment as they relate to limited English
proficient students; information on instruments and
procedures for testing language and cognitive
development; proficiency, placement, and achievement
testing. Students look at well-known
standardized testing devices such as the bilingual
syntax measure and the TOEFL test, at cultural and
instrumental bias in testing, and at procedures for
writing and evaluating classroom tests and various
test item types. Prereq.: TESL 340 or
Linguistics and Reading, 3 cr.
between language structure and the reading process
with emphasis on the practical problems such as the
variety of dialectally different
sound-symbol-correspondences in English, the
perception of speech sounds, the reader's
interpretation of syntactic and semantic structures,
various alphabetic systems for teaching beginning
reading, and an analysis of linguistics texts for
teaching reading. Designed to be useful to the
in-service classroom teacher as well as to
Clinical Experience in Teaching English as a Second
Language, 1 cr.
This course is
designed to provide on-site experience in teaching
English to non-native speakers in grades K-12.
Students will observe and work with a master teacher
and be supervised by a TESL/TEFL professor.
Students will engage in classroom discussion and
various projects based on the classroom work. Prereq.:
TESL 340 and permission of the instructor.
TESL 402: Principles of Linguistics for Teachers, 3
This course examines the components of the science
of language and how these relate to teaching English
as a second/foreign language. Although the emphasis
is on the linguistic components of English, a
comparison with other languages and implications for
teaching a second/foreign language will be integral
to the course. Among other topics, it will cover
English phonetics, phonology, morphology, syntax,
and semantics and offer classroom-oriented
applications of linguistic principles for effective
instruction of English as a second or foreign
language. Prereq.: graduate standing
TESL 409: Research Design and Methods, 3 cr.
A survey course that reviews some of the major
trends and methodologies used in linguistics,
language acquisition, and language teaching. It will
provide an exploration of primarily quantitative
approaches used in language-specific inquiry by
examining a variety of studies from the literature,
their questions, their underlying assumptions, and
their design. Prereq: TESL 402
TESL 410: Techniques of Teaching English as a Second
Language, 3 cr.
Survey of techniques specifically relevant to the
teaching of English as a second language. Questions
relating to the design and sequencing of ESL
courses, to procedures for evaluation of ESL
students, and to criteria for choosing, adapting and
creating teaching materials. Prereq.: graduate
standing, TESL 402 , and TESL 414.
TESL 414: Theories of Teaching English as a Second
Language, 3 cr.
Survey of theories of the teaching and learning of
English as a second or foreign language. A look at
the historical growth and development of second
language methodologies from grammar-translation and
the direct method, through the audio-lingual method
and its offspring, and up to the current natural and
eclectic period. Prereq.: graduate standing.
TESL 420: Structure of Modern English, 3 cr.
Description and analysis of the major grammatical
structures of spoken and written English in light of
traditional, descriptivist, and transformational
theories. Prereq.: graduate standing and TESL 402.
TESL 426: Advanced Linguistic Analysis, 3 cr.
Advanced analysis of the structure of language,
including phonology, morphology, syntax and
semantics. Each topic will be explored through
detailed analysis and comparison of data from a
variety of languages in addition to English.
Prereq.: graduate standing and TESL 402.
TESL 430: Structure of Language, 3 cr.
Phonological and grammatical structure of a selected
language and its genetic relations to others of its
family. Topics may include Farsi, Arabic, Rotuman,
Kirundi and Thai. Consult the Schedule
of Classes for
specific languages. Prereq.: graduate standing, TESL
402, and TESL 426.
TESL 440: Language and Literacy, 3 cr.
Differences between spoken and written languages;
the functions of writing in a literate society;
writing systems with particular reference to English
orthography; current psycholinguistic research on
the acquisition of written language skills;
pedagogical implications of linguistic views on
literacy. Prereq.: graduate standing and TESL 402.
TESL 442: Using Technology with Second Language
Learners, 3 cr.
In this class, students will explore the interface
between current approaches to second language
pedagogy, theories of language learning, and
technology. They will examine questions of the
development and current status of computer applied
language learning; the digital divide and language
minority students; appropriate and in inappropriate
uses of technology for language learning; use of
technology to support student instruction in
listening, speaking, reading, writing, culture,
pronunciation, vocabulary, and grammar; technology
and learner variation; and issues of technology and
assessment. Prereq.: TESL 410 or consent of the
TESL 445: Language Variation, 3 cr.
All languages vary - across time, distance, social
class, gender, situation, and ethnicity. This course
examines the societal and cultural influences on
both the forms and uses of different varieties of
English as well as other languages, and demonstrates
how one's language and language variety affect one's
identity, school achievement, etc. Topics include
language attitudes and stereotypes, ideology,
intercultural and interethnic communication, and the
spread of English. Special emphasis will be placed
on how these notions of language varieties apply to
the teaching and learning of second and foreign
languages. Prereq.: graduate standing.
TESL 447: Pragmatics, 3 cr.
Study of the interface between language and meaning
at the level of discourse. Focus on dialogic
interaction between participants in conversation and
explanation how language use indexes how the nexus
of word meanings and speaker intentions come
together to achieve communication. Additionally, a
consideration of the multiple layers of context as
factors that affect the interpretation of speaker
role and appropriateness of use. Prereq.: graduate
TESL 451: Lexically-Based Instruction, 3 cr.
This course is built on the notion that the optimal
second/foreign language syllabus is a
lexically-based one. The course covers vocabulary
knowledge and acquisition from the perspectives of
both the second language learner and the teacher.
Topics covered include what it means to "know a
word", memory, dictionaries and other tools, learner
strategies, vocabulary assessment, selection
criteria, and teaching techniques. Prereq.:
graduate standing, TESL 402 and TESL 410.
TESL 452: Content-Based Instruction, 3 cr.
content-based instruction as an approach to teaching
English language learners. Functioning as both a
method in the English as a second or foreign
language classroom and as a technique for meeting
the needs of English language learners in the
content area classroom, its theory and practice are
examined through the various models and the
standard-based curriculum. Additionally, practices
and strategies related to planning, implementing,
and managing ESL and content instruction, including
classroom organization, teaching strategies for
developing and integrating language skills, and
choosing and adapting classroom resources are
graduate standing, and TESL 402 and TESL 410.
TESL 460: Second Language Acquisition, 3 cr.
Survey of recent theories and research on second
language acquisition and bilingualism, especially in
relation to the process of second language learning;
rationales of various language teaching
methodologies and techniques, as well as the
concepts of transfer and interference, contrastive
analysis, and error analysis are examined in light
of individual learner differences. Prereq.: graduate
standing TESL 402, TESL 410, TESL 414, TESL 420, and
TESL 465: Experiential Preparation for Teaching
English as a Second Language, 3 cr.
Emphasis on the preparation of materials and the
development of teaching strategies for specific ESL
classroom uses. Students examine and evaluate
commercially prepared and teacher made materials and
lesson plans and devise a limited set of materials
of their own. Students will either demonstrate these
materials or observe their use in an actual
classroom or tutoring situation. Prereq.: graduate
standing, TESL 402, TESL 410, TESL 414, and a B
TESL 468: Assessment of the Limited English
Proficient Student, 3 cr.
Testing and assessment as they relate to limited
English proficient students; information on
instruments and procedures for testing language and
cognitive development; proficiency, placement and
achievement testing. Students look at well-known
standardized testing devices such as the Bilingual
Syntax Measure and the TOEFL test; at cultural and
instrumental bias in testing; and at procedures for
writing and evaluating classroom tests and various
test item types. Prereq.: graduate standing, TESL
410 and TESL 414.
TESL 471: Evolution of Laws and Policies in language
Instruction, 3 cr.
Survey of the historical and current ideologies, the
laws which they informed, and the policies and
practices which resulted regarding language use in
the educational system. Use will be explored in
terms of a language as a medium of communication,
language as a medium of instruction, and language as
a content area. Comparisons will be drawn between
the US and international contexts. After extensive
readings in the literature and in class preparation,
students will be expected to design a grant proposal
and make a presentation on a topic directly related
to an area of their choice. Prereq: graduate
standing, TESL 402 and TESL 410.
TESL 490: Seminar in Teaching English as a Second
Language (title varies), 3 cr.
Survey of current research in English as a second
language with particular emphasis on methodology and
evaluation. After extensive readings in the current
literature, studentsl will be expected to carry out
a project of their own. Topics may include materials
preparation, current trends, SLA research, language
and culture, bilingual education, vocabulary, and
special education. Consult the Schedule of Classes
for specific topics. Prereq.: graduate standing,
TESL 402 (or LING 401), TESL 410, TESL 414, TESL
420, TESL 426, TESL 445, TESL 460, and a B average.
TESL 499: Thesis Seminar: TESL, 6 cr.
Guidance of students conducting research and writing
a thesis to fulfill the requirements for the Master
of Arts degree in TESL. This course requires
approval of the instructor, Department Chair, and
the appropriate College dean(s). Prereq.: candidacy
for the Master of Arts in TESL; seven courses in
TESL including TESL 402, TESL 420, TESL 426, and a B
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