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.
An investigation of literature that contains approaches and techniques to teaching reading and writing to the emergent bilingual student at the beginner level will be provided through lectures, class discussions, film, video presentations, research and field observations. Psycholinguistic models of the bilingual reader will be reviewed. Information concerning techniques and activities for teaching reading and writing in the content areas will be examined. Methods of evaluation and assessment will be demonstrated.
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 provides an introduction to the basic analytic methods of several core subfields of linguistics, including phonetics, phonology, morphology, syntax, semantics, and pragmatics, as well as an introduction to the history of English, socio-linguistics and bilingualism. Throughout the course there will be opportunities to analyze language data and discuss various language-related issues. No previous training in linguistics is required or assumed. This course will help participants to see language as both a social and cognitive phenomenon.
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 analyzes theories, research and approaches to teaching reading and writing to intermediate and advanced second language learners. Included are discussions of academic, professional and expressive texts; cultural contrasts in rhetorical styles and tradition; and the use of modern technology (computer, e-mail and the Internet) in teaching writing.
The purpose of this 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 multilingualism. It offers an overview of the broad range of sociolinguistic and political issues surrounding multilingualism, examines the language mixing behavior of multilingual 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 multilingualism, multilingual identity, multilingual educational models and policies, and multilingual 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.
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.
Topics of current interest in education chosen to suit the interests of the faculty member and the student.
Summer 2021 Language Learning and Special Education
This course provides an overview of the field of adult ESOL, beginning with a description of potential students, programs, program providers, and types of adult ESOL programs. A special focus is on helping adult English language learners (ELLs) to transition to further education and/or career training. The course also provides guidance in designing effective learner-centered adult ESL lessons, selecting appropriate adult ESOL textbooks and materials, and identifying and applying effective assessment measures, as well as guidance for managing adult ESOL classes and dealing with challenges. In addition, we will review professional program and teaching standards at the national and state level, and identify possible avenues for continuing professional development in the field.
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 P-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 P-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 P-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.
This course provides the advanced graduate student in TESOL the opportunity to analyze a real-world educational or training need in P-12 schools, adult education programs, colleges and universities, business, industry, government, or other agencies in the U.S. or abroad. Practice-oriented foundations of research design and methods in language education are introduced. Students apply the knowledge of research foundations together with skills and competencies gained in prior TESOL coursework in linguistics, language teaching, curriculum design, cross-cultural communication, and assessment to design and develop a research-based instructional plan and materials to address their identified need. Prerequisite: Consent of department.
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.
The non-certification internship is a field-oriented experience in a setting consistent with the student's professional preparation and career goals. It provides the student with the opportunity to put into practice the skills and knowledge acquired in the program's courses. The internships lasts from 3 to 6 months and can be done in the United States or abroad. The program has internship agreements with institutions in Ecuador, Korea, Mexico, Bolivia and El Salvador. Some internships include paid round trip transportation and room and board. Internships can also be arranged individually by the student.
Students who add the P-12 ESOL Certification option to their program are required to do 2 semesters of student observation/teaching in P-12 ESOL public school programs in the Baltimore/Washington area. This internship is experienced at both elementary and secondary schools. Students who are employed as ESOL teachers can use their employment site to satisfy this requirement.
Thesis option students develop a research proposal and write a thesis under the guidance of an advisor and several faculty members. Thesis students can do their thesis research in the United States or abroad. Many of our students who have gone on to doctoral programs have found their thesis experience helpful.