TESOL Master’s Course Descriptions – 30 Credits
Pedagogical Core Courses
EDUC 504 – CROSS-CULTURAL COMMUNICATION
This course focuses on self-awareness, group dynamics, effective communication, and conflict resolution with an emphasis on cross-cultural interactions and prejudice reduction.
EDUC 506 – LANGUAGE, COGNITIVE DEVELOPMENT, AND CULTURAL DIVERSITY
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies, the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. This course explores language diversity as it relates to classroom instruction.
EDUC 507 – LINGUISTIC ANALYSIS
This course examines the components of language in order to define the nature of language and the human mind. Questions regarding the origin of language will be examined. The universal nature of language will also be explored.
An introduction to general linguistic notions will be presented in this course. Foci include: syntax, phonology, morphology, language variation, pragmatics and semantics. The relationship of brain, language, and cognition will also be highlighted. (10 required field hours)
EDUC 508 – STRUCTURE OF AMERICAN ENGLISH
This course will examine English grammar from a theoretical point of view and discuss how the different constructions that we study can be taught formally and informally in the ESL classroom. Although English-language learners have not acquired English as a first language, they have access to Universal Grammar which programs human beings to understand what is possible with all languages. Hence, the knowledge that we all possess subconsciously facilitates the learning of a second language when brought to conscious awareness. Prescriptive versus descriptive language will be examined throughout the course in light of structures to be studied and how they manifest themselves in everyday usage.
EDUC 722 – TEACHING ENGLISH AS A SECOND LANGUAGE I
This course provides an introduction to the theoretical foundations of second language acquisition that includes an examination of theories and research findings and their applicability to classroom practice. Course work also involves a review of relevant psycho-linguistic and socio-linguistic research. (10 required field hours)
EDUC 725 – TEACHING ACROSS THE CONTENT AREAS: METHODS OF TESOL PRE K-12
This course develops the skills and knowledge necessary to teach science, mathematics and social studies to English Language Learners. Students will link the teaching of language, content and development of strategic competence. Activities will require students to connect content area instruction to the New York State Learning Standards. (15 required field hours)
Pedagogical Knowledge Courses
EDUC 605 – CURRICULUM AND MATERIALS IN TESOL
Curriculum and Materials in TESOL is designed to provide a general introduction to the design and role of curriculum and materials in standards-based ESL/EFL and content instruction. In its focus on curriculum, the course begins with the assessment of learners’ needs and the development of appropriate curriculum based on those needs.
In the design of that curriculum, sub-topics including the setting of goals and objectives, choice of syllabus type, integrating standards and content, teaching methodology and assessment will be covered. The focus on materials includes a survey of options and criteria for their evaluation. This course will feature hands-on activities, authentic materials, curricula and assessment tools. (15 required field hours)
EDUC 726 – ASSESSMENT IN ENGLISH AS A SECOND LANGUAGE
This course includes an examination of procedures and instruments, standardized and informal, used in second language instruction programs. Instruction in design and use of instruments will be addressed. The role of assessment as an integral part of instruction will also be explored.
EDUC 750 – SUPERVISED PRACTICUM IN TESOL: PRE-K-6
EDUC 751 – SUPERVISED PRACTICUM IN TESOL: 7-12
Each practicum requires the completion of the equivalent of 10 school days in a supervised school setting together with seminar meetings. The seminar meetings for each practicum will consist of bi-monthly meetings totaling fourteen hours. During the seminar, students will have multiple opportunities to connect theory and practice. Drawing on their teaching experiences, they will discuss the learning processes of English Language Learners as well as their own development as teachers of English Language Learners.