Summer 2016

Course Code Course Instructor Days Time Dates
(R) GSL 500 Foundations of Linguistics Farrelly
8:30-12:00pm June 20-July 29
(R) GSL 502 English Grammar O'Dowd
T,Th 1:00-4:30pm
June 20-July 29
(R) GSL 506 Master's Seminar TBA T,Th 8:30am-12:00pm June 20-July 29
(R) GSL 542 Theory & Method in Language Teaching Farrelly M,W 5:00-8:30pm June 20-July 29
(R) GSL 543 Teaching Oral Skills in ESOL Hoyt T,Th 8:30am-12:00pm June 20-July 29
(R) GSL 544  Teaching Reading & Writing in ESOL Arani M,W 5:00-8:30pm June 20-July 29
(R) GSL 620 Testing & Assessment TBA M,W 1:00-4:30pm June 20-July 29
(E) GSL 655 Language Learning & Assessment for Children Hoyt M,W 1:00-4:30pm June 20-July 29
(R) GSL 685 Practicum I TBA TBA TBA June 20-July 29
(R) GSL 688 Practicum II TBA M,W 8:30am-12:00pm June 20-July 29

(R) 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.

(R) GSL 502 English Grammar

This course provides an introduction to the study of grammar, with a functional, text-based approach and with special attention to difficult areas for writers of English as a second or foreign language. A comprehensive overview of the structure of English is presented.
Required for PreK-12 ELL Licensure. Involves a 20 hour, grades 7-12 practicum.

(R) GSL 506 Master's Seminar

This course will introduce students to the discourse community of TESOL in the field of Applied Linguistics, developing the ability to read and write critically about special 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.
This course should be taken early in the program.

(R) GSL 542 Theory and Method in Language Teaching

This course addresses the most current theories of first and 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.

(R) GSL 543 Teaching of Oral Skills in ESOL

Relevant theoretical issues as well as demonstration and discussion of materials and techniques for teaching the skills of listening, speaking, and pronunciation to all levels and all ages in various environments are the foci of this course.

(R) 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.

(R) GSL 620 Testing and Assessment

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.

(E) GSL 655 Language Learning & Assessment for Children

This course introduces ESOL and other content area teachers to the following topics concerning school-age language learners: linguistic and cognitive development, instructional methods suitable for young learners; the difference between summative and formative assessment; and the principles of assessment-driven language curriculum and instruction, including backward design.
Required for the K-12 ELL Licensure and Endorsement Programs.

(R) 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.
Should be taken in the first or second semester.

(R) GSL 688 Practicum II: Classroom Teaching

Students serve as classroom interns in department programs and a variety of other institutions. Activities include classroom observation, conferences for planning and feedback, and 20 hours of classroom teaching. Prerequisites: At least two of GSL 542, 543, and 544; GSL 685.
Should be taken in the student's final semester.

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