| Provides an overview of language teaching and learning principles from both historic and current perspectives. Illustrates application of teaching principles through practical examples. |
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| Develops skills in classroom observation and an uderstanding of observation as a fundamental professional development and research activity. |
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| Serves as an introduction to linguistic analysis. Includes projects based on fieldwork in phonology, morphology, syntax, discourse, and pragmatics. Discusses importance of language awareness. Includes pedagogical strategies for consciousness-raising. |
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| Introduces social science research design, descriptive and analytic procedures, basic statistics, and their application to research on language learning and teaching. |
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| Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching. |
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| Explores areas of theory, research and practice that have a bearing on curriculum and syllabus design. Leads students to develop their own curriculum design project. Prerequisite: Principles and Practices of Language Teaching. |
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Prerequisite: ED 420
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| Examines the syntax and discourse of modern English for ESL and EFL teaching. Spotlights practical applications for the classroom. Prerequisite: Language Analysis |
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Prerequisite: LIN 430
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Considers issues in language testing including reliability, validity, test bias, and ethics. Examines differences and similarities among placement, proficiency, achievement, aptitude, and performance testing. Explores alternative evaluation procedures. Prepares students to evaluate tests and to develop original language tests. Prerequisites: Language Analysis and Educational Research Methods.
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Prerequisite: LIN 430 and ED 440
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| Provides students with an opportunity for supervised teaching experience in ESL or foreign language classes. Discusses classroom-centered research; reading, writing, listening, and speaking activities; professional development; materials development; and reflective teaching. Prerequisites: all other required courses. |
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Prerequisite: all other required courses.
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| Surveys, in seminar format, research in second-language learning relating to language teaching and learning. Discusses the role of affective variables, interaction, learner strategies, and learner factors in the language acquisition process. Prerequisite: Language Analysis |
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Prerequisite: LIN 430. LIN 440
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| Consists of a series of workshops leading to the integration of issues and ideas in the MA program, and to the development of a portfolio of work. |
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| Develops formal and functional skill in teaching the target language through the design of communicative activities and lesson plans, the development of explicit and implicit teaching strategies, and the investigation of technology and web-based resources in the target language. Students gain a solid grasp of pedagogical grammar in their target languages. |
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Prerequisite: LIN430
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| Presents a practical overview of problems, situations, and issues occurring in the management of language programs. |
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Investigates issues related to teacher training, education and development. Examines various philosophies and models of pre-service and in-service programs for training language teachers, thus building professional skills for students to be competent and confident teacher educators. |
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Examines the Internet as a teaching tool, a unique communication device, and a cultural resource. Includes the use of online journal articles, online teaching/learning material, online examples of how the Internet is being used to teach languages.
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Explores reading, including traditional ESL and English approaches. Examines reader response theory and discourse analysis for understanding aspects of written text and learners' reactions to it. Practical applications included.
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| Surverys theories and research in first and second language composition. Explores various types of written texts and discusses means of responding effectively to student writing. |
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| Provides language teachers with the skills and knowledge necessary to meet the challenges of supervision. Examines current models of, and research on, language teacher supervision. Students practice observing teachers and conduction post-observation conferences, developing their ability to provide professional feedback, differentiate between evaluative and developmental supervision, and examine the variables related to working with teachers in a variety of specific contexts. |
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Provides an introductory overview of all the major topics in CALL, including strategies for using the most common applications, making lesson plans for technology-enhanced classes, the uses of websites, and various forms of online communication. Briefly addresses issues relating ot curriculum design and integration, classroom and lab management and design, the pros and cons of distance education, and the creation of communities of learning.
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| Explores how to create, develop, teach and participate in online and distance courses. Investigates the difference between online and face-to-face interaction by examining online courses, experimenting with planning online courses, discovering how to create and sustain an online community and learning how to take advantage of available technology. |
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| Explores language websites and focuses on issues behind successful website design for language teaching. Students design and construct a language website to meet their teaching needs. |
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| Examines various aspects of the Korean language structure, which is essential in eaching Korean in the classroom and also in constructing the instructional syllabus of the Korean language. Includes the description of the phonetic, phonological, morho-syntactic, and discourse structure of Korean. |
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Explores ways to effectively address the software and hardware needs and problems of language teachers.
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