| TESOL Minor Course Descriptions What does each course cover? _________________________________________ Department of World Languages Eastern Michigan University |
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Required Courses, revised as of January 2007
Students in all colleges may elect this minor. Students seeking initial teacher certification through the College of Education may elect this minor at either the elementary or secondary level. MDE approved as of Fall 2008.
LNGE 223 Introduction to Language (3 cr hours)
Fall and Winter terms. No pre-requisites.
Introduction to the basic principles of linguistic structure as they apply to the western European languages taught in the department.
LNGE 202 Grammar for ESL Teachers (3 cr hours)
Fall terms, starting September 2007. No pre-requisites.
The main purpose of this course is to help students to develop: (a) an explicit understanding of the most frequently occurring English structures, (b) a working knowledge of prescriptive and descriptive rules, (c) sensitivity to learners’ developmental errors, and (d) the analytical skills needed to teach grammar to English language learners.
LNGE 240 Linguistic and Cultural Diversity in the U.S. (3 cr hours)
Winter terms starting January 2007. No pre-requisites. Suggested for ESL endorsement from MDE.
Students explore the nature of language and its relationship to cultural diversity in the US as it impacts the classroom. Emphasis will be on the role of geography, ethnicity, and social status on language diversity in the US, and the impact of language choice within educational settings.
OR
LNGE 242 Linguistic and Cultural Diversity: Global Englishes (3 cr hours)
Fall terms, starting January 2008. No prerequisites. Suggested for those teaching abroad.
Students explore the nature of language and its relationship to culture as it impacts the classroom. Special emphasis will be placed on the dissemination and use of English around the world, the role of geography, ethnicity, and social status in language diversity, and the nature of language choice as they impact TESOL.
LNGE 325 Second Language Acquisition (3 cr hours)
Winter terms, starting January 2008. Pre-reqs: LNGE 202, LNGE 223
This course examines the nature of learning a second language simultaneously with, or subsequent to, one’s first language. Linguistic, cognitive, affective, cultural and social factors influencing the acquisition of another language are explored. Focus will include various age and English ability levels.
TSLN 330 TESOL Methodology: Literacy (3 cr hours)
Fall terms, starting September 2008. Pre-requisite: LNGE 325
This course teaches recent literacy theory and its application to pedagogy, including research-based concepts of literacy and their relationship to practical aspects of language acquisition. The course builds teacher candidates’ understanding of language and literacy development with an emphasis on teaching English to speakers of other languages.
TSLN 332 TESOL Methodology: Listening and Speaking (3 cr hours)
Fall terms, starting September 2008. Pre-requisite: LNGE 325
This course connects recent language theory and research-based concepts of the teaching of oral/aural language to practical aspects of language acquisition and teaching. The course builds teacher candidates’ understanding of oral/aural language development with an emphasis on teaching English to speakers of other languages.
TSLN 410 TESOL Methodology: Content-based Approaches (3 cr hours)
Winter terms, starting January 2009. Pre-requisites: TSLN 330 and TSLN 332
This course focuses on applying principles of English language instruction within content courses. Emphasis is placed on teaching students to use research-based methods of teaching language components (i.e., grammar, vocabulary, and pronunciation) and integrating the 4-skills (listening, speaking, reading, and writing) while teaching specific content (e.g., science, social studies).
TSLN 420 SLA Testing and Assessment (3 cr hours)
Winter terms, starting January 2009. Pre-requisites: TSLN 330 and TSLN 332
This course teaches students the basics of testing English speakers of other languages (ESOL) based on current second language acquisition theory, reviews existing tests used with ESOL students, develops tests and alternative assessments for ESOL students, and practices administering ESOL tests used in public schools.