Fall 2014

Course Code Course and Credits Instructor Day Time Dates
(R) GSL 500 Foundations of Linguistics Fox T
4:30-7:00 pm Sept 2-Dec 16
(R) GSL 506 Master's Seminar Booth M 4:30-7:00 pm Sept 1-Dec 15
(R) GSL 542 Theory & Method in Second Language Teaching Evans Th  4:30-7:00 pm Sept 4-Dec 18
(R) GSL 544 Teaching Reading and Writing in ESOL Arani   Online Sept 1-Dec 18
(E) GSL 546 K-12 Literacy for ESL
(Partially online; Required for K-12 Licensure and Endorsement)
Gyuk W      5:00-7:30 pm Sept 3-Dec 17
(E) GSL 547 ESL in the Content Areas
(Partially online; Required for K-12 Licensure and Endorsement)
Nigolian M 4:30-7:00 pm Sept 1-Dec 15
(E) GSL 606
(Online)
Curriculum Design Bauer-
Ramazani
Online Sept 1-Dec 18
(E) GSL 608 Discourse and Error Analysis Boz Th 4:30-700 pm Sept 4-Dec 18
(R) GSL 620 Testing & Assessment  Duffy M 4:30-7:00 pm Sept 1-Dec 15
(R) GSL 685 Practicum I: Seminar/Observation Cummings W 5:30-8:00 pm Sept 3-Dec 17
(R) GSL 688 Practicum II: Classroom Teaching Gamache W 2:30-5:00 pm Sept 3-Dec 17

GSL 500 - Foundations of Linguistics

This course provides an overview of topics and issues in language and linguistics. It covers basic concepts and terminology in the major areas of phonology and phonetics, morphology, syntax, semantics, sociolinguistics, pragmatics, psychology of language, and language acquisition.

GSL 506 - Master's Seminar

This course will introduce students to the discourse community of TESOL in the field of Applied Linguistics and develop the ability to read critically in the field and to write competently about topics in the field. By the mid-point of the Master’s Seminar, students make the decision to either write a Thesis or complete a Capstone Paper.

GSL 542 - Theory and Method in Second-Language Teaching

This course addresses the most current theories of second-language acquisition across different age and developmental levels as well as across diverse cultural groupings. Content covers: effects of age, attitude, human learning styles, personality, socio-cultural factors, affective factors, and first language on learning a second language, needs of the learner, the role of the teacher and the application of methodology in developing communicative competence in a second language.

GSL 544 - Teaching Reading and Writing in ESOL

The purpose of this course is to develop an understanding of current theories in teaching reading and writing to second-language learners. The course discusses the basic reading and writing skills that second-language learners need, presents a framework of methods and techniques to teach these skills, and suggests curricular assessment techniques for selecting and evaluating instructional strategies and materials.

GSL 546 - K-12 Literacy for ELL

This course explores the following topics: the process of emergent literacy and decoding for younger and older English learners in schools; the difference between first- and second-language literacy acquisition; the role of oral language development in reading and writing; assessment of reading levels with narrative and informational text; and planning standards-based literacy lessons and assessments. The practicum will provide opportunities to observe and deliver instruction and assessment in emergent literacy. Partially online.

GSL 547 - ESOL in the Content Areas

This course covers material essential to ELL teachers who plan to teach in U.S. K-12 classrooms. The course is designed to develop skill and knowledge in two critical elements of teaching culturally and linguistically diverse K-12 classes: 1) differentiating content instruction to accommodate linguistic and cultural diversity, and 2) integrating instruction in Academic English into content lessons. In addition, students will learn about assessing and accommodating learning differences (including giftedness) in the ELL student population. The practicum, which includes focused observation in content classrooms, is required for licensure/endorsement purposes and for integration of course material. Partially online.

GSL 606 - Curriculum and Syllabus Design

This course examines curriculum and syllabus planning design principles for TESOL programs and appliesd them to the the participants' current or future teaching contexts. In weekly discussions participants analyze and critique sample documents and develop peer-reviewed elements of a curriculum in stages. These include a program and learner needs assessment, language proficiency assessment, measurable goals and otucomes, a course outline, and a lesson/unit with activities, as well as performance-based assessment plans and instruments. Several webinar/chat sessions are part of the instruction.  Online.

GSL 608 - Discourse Analysis

This course provides an overview of discourse analysis as an interdisciplinary approach to the study of "language use in context" with particular emphasis on its implications for L2 learning and teaching. Drawing on a series of theoretical and methodological approaches such as Interactional Sociolinguistics and Pragmatics, the course focuses on the analysis of discourse above the sentence-level, and familiarizes students with various discourse phenomena associated with L2 socialization and the development of intercultural competence.Throughout the semester, students will engage in the analysis of actual discourse data through a series of in-class data sessions and analysis exercises in order to identify and explain sentence and discourse level errors. The practice of discourse and error analysis will be based not only on traditional speech events such as classroom interactions and audiotaped conversations but also on online chat dialogues and twitter messages. A major goal of the course is to provide students with existing and novel methodological tools for purposes of language teaching and research.

Requirements: Competence in the MAC or Windows operating system ; a headset /microphone (USB preferred).

GSL 620 - Principles of Testing and Assessment in Language Teaching

This course gives teachers-in-training a basic understanding of assessment in TESOL. The class sessions include brief input and discussion of weekly topics and review and critique of standardized assessment instruments. Course tasks will include critique and development of test prompts and items, statistical and pedagogical analyses of test information, test review and evaluation, a course project and a final class project presentation.

GSL 685 - Practicum I: Seminar/Observation

Students may assist in an ESOL adult class to gain awareness of ELL needs; observe the connection between objectives, activities, and assessment; identify techniques and strategies; create lesson plans; and teach part or whole lessons.

GSL 688 - Practicum II: Classroom Teaching

Students serve as classroom interns in department programs, area schools, and a variety of other institutions. Activities include classroom observation, conferences for planning and feedback, and 20 hours of classroom teaching. Should be taken in the student’s final semester.

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