This course includes the elements of analysis, design, development, implementation and evaluation. An emphasis is placed on micro-level design issues, including analysis, design and evaluation. Learners work through the ISD process to assemble a training or education project that is ready for implementation. A design plan and lesson plan is constructed to allow learners real-world experience in the ISD process.
This course presents theories, methods, and techniques for teaching reading and writing to English language learners, with a special focus on beginning literacy in children and adults. Students will demonstrate knowledge of theories of reading and writing instruction, brain research and language acquisition, as well as components of a balanced literacy program. Students will also demonstrate knowledge of early and emergent literacy including phonics and word analysis, components of a comprehensive literacy program, and assessment, as well as an awareness of the relationships between oral and written language, and ways to integrate reading, writing, speaking, and listening.
This course is concerned with the theory and methodology appropriate for ESOL and EFL testing. Course content includes an investigation of literature containing theoretical foundations of and research for second-language testing. Students will be expected to use research findings in the practical application of test construction, administration and evaluation.
This course is an introduction to the study of languages and linguistics for educators and educational researchers who deal with language learning, literacy development and communicative behavior in school settings. The purpose of the course is to provide students with enough familiarity with the major aspects of language structure and function (phonetics, phonology, morphology, syntax, semantics and pragmatics) to see how they figure in the analyses of texts and language learning, as well as to explore issues related to bilingualism and bilingual education. Throughout the course there will be opportunities to analyze language data and discuss language-related issues in various contexts.
This is a course in the application of basic statistics in a variety of educational research settings. Emphasis is placed on the use of descriptive statistics, the interpretation and construction of data collection instruments and the application of basic research paradigms.
This course presents theories, methods, and techniques for teaching and assessing ESL and EFL reading and writing with a special focus on developing academic literacy (reading and writing) for elementary through tertiary-level students, including content-based language instruction and the role of technology. Activities include reviewing reading and discussing theories of academic reading and writing, reviewing reading and writing textbooks, developing and presenting academic reading and writing instruction and assessment activities, and developing an integrated unit plan (with reading, writing, and technology). In addition to reading a series of assigned texts each week, you will also write a reflective journal entry each week which focuses on issues, concerns, and techniques in the teaching of reading and writing to English language learners and/or prepare an activity, writing prompt, lesson or unit plan, or assessment instrument for use with ESL/EFL learners.
The purpose of this online course is to study communication within the context of the cultural setting. The three main goals are: 1) to provide the students with materials, both cognitive and experimental, with which they can develop an awareness of their own cultural identity; 2) to increase their knowledge of the special communication problems to be expected in a cross-cultural situation; and 3) to offer students the opportunity to apply new insights to cross-cultural encounters.
The course examines the syntactic, phonological and morphological systems of modern American English, with particular attention to areas most relevant to teachers of English as a second or foreign language. The course focuses on English features that are particularly difficult for English language learners. Simplified ways of describing their features and techniques for teaching them are presented.
This course will cover current theories of how second language is learned, providing participants a greater understanding of the processes involved in language acquisition and how English language learners' (ELL's) personal characteristics influence this process. This understanding will allow participants to effectively differentiate instruction for each ELL as well as plan instruction and strategically utilize TESOL methodologies and techniques.
This course is an introduction to the social and educational aspects of bilingualism. It offers an overview of the broad range of sociolinguistic and political issues surrounding bilingualism, examines the language mixing behavior of bilingual speakers, and explores the use of two or more languages in popular music, advertising, and online social spaces. The course covers such key topics as language maintenance and shift, attitudes toward bilingualism, bilingual identity, multilingual educational models and policies, and bilingual parenting.
This course focuses on developing our skills in employing technology to enhance teaching and learning of English as a second or foreign language. The course surveys best practices in designing, implementing, and assessing technology-enhanced learning experiences to engage students and improve learning outcomes. The course will emphasize the NETS*T standards as written by the International Society of Technology in Education: Facilitate and Inspire Student Learning and Creativity; Design and Develop Digital-Age Learning Experiences and Assessments; Model Digital-Age Work and Learning; Promote and Model Digital Citizenship and Responsibility; and Engage in Professional Growth and Leadership. Participants will collaborate on a variety of educational technology projects, including the development of an ePortfolio, the completion comprehensive website and software analyses, the development of technology-rich thematic units, and the creation of a digital project as the capstone for the course.
This course presents theories, methods, and techniques for teaching and assessing intermediate and advanced ESL and EFL listening and speaking skills to older students (high school through university) in settings such as intensive English, school/college/university, community, workplace in English as a second or foreign language contexts (ESL & EFL). This course also focuses on developing fluency and accuracy of oral language and it emphasizes pronunciation as a common ground between listening and speaking. Students will discuss theoties of acquiring and teaching speaking and listening, review activities for teaching speaking and listening, develop and present academic speaking and listening instructional and assessment activities, develop lesson and unit plans, review materials, and locate or create web-based resources for teaching academic speaking or listening. Students will read a series of assigned texts, summarize and reflect on the readings, and participate in and lead online discussions. Students will also prepare a final project: a content-based/academic lesson plan that integrated speaking, listening, and pronunciation.
This course focuses on the application of selected field research methods to problems of educational practice. Students will study issues pertaining to the role and responsibility of the field investigator working in schools and in other community groups. Students will plan and conduct a field study using qualitative field techniques.
The course investigates traditional and modern approaches and techniques for teaching English as a second or foreign language; theories of second-language acquisition/learning; curriculum and materials design of ESOL/EFL for academic, social/survival and professional purposes.
This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.
This course constitutes part of Phase I of a two-phase student teaching internship for those seeking K-12 ESOL certification. The primary purpose of this practicum is to provide those planning to teach ESOL in the public schools with an opportunity to observe and interact with ESOL teachers and students in the classroom and to gain an understanding of the real world of school; of the challenges confronting teachers, administrators and students; and of the resources available to deal with these. In addition, students will observe how the knowledge and skills developed in the M.A. TESOL Program can inform and facilitate teacher decision-making and practice and be able to take a closer look at themselves as future ESOL teachers. Through a series of readings, structured observations, interviews and seminar discussion, students will have an opportunity to build on their current understanding of the teaching-learning process and the roles ESOL teachers play. They also will be able to integrate the knowledge obtained in other classes and contexts with the practical world of teaching. In addition, through opportunities to tutor, co-teach or present portions of lessons, the student will develop skills in ESOL teaching.
This course constitutes Phase II of a two-phase student teaching internship for those seeking K-12 ESOL certification. The course consists of an 80-day internship in Maryland public schools (40 days in an elementary school and 40 days in a secondary school) with an accompanying weekly seminar in which teacher candidates discuss issues related to their student teaching experiences and prepare their teaching folios.
This internship is designed for students who are not pursuing K-12 ESOL certification.Students work a minimum of 40 hours in an ESOL instructional program with program supervision. A reflection paper based on this experience is the culminating project.
In this course, students analyze an educational or training problem and design a comprehensive instructional program using instructional design principles.
Note: Six credit hours are required for the master’s (with thesis) degree program. Prerequisites: Consent of the student’s advisor, prerequisite courses per program map of student’s selected concentration and permission of the department.