This course looks at the critical foreign language educator in society, translingual practice and translanguaging in a global perspective, and the role of emotions in critical English language teaching. Some course time may also be devoted to the role of identity in language learning.
This course looks at different ways to teach literature and film in EFL settings. The readings also cover the basic concepts of film theory in order to equip teachers with a critical toolbox needed to discuss and analyze film, such as mise-en-scene, camera movement, cinematography, sound, and lighting. Time will also be devoted to literature topics such as the language of literature, the canon, genre, media literacy, postcolonialism, reader-response criticism, gender criticism, evaluation, and teaching novels, poetry, short stories, and drama,
This course covers numerous educational theories pertaining to the Applied Linguistics field of Computer Assisted Language Learning. Practical aspects of multimedia use and technology are also related to language teaching contexts and the current state of practice.
- Course Coordinator: David Kent
This course covers the theory, design, development, and deployment of multimedia-based content for language learning. Construction of content for immediate practitioner application, along with appropriate models of instruction, and the effective application of multimedia materials, is explored.
This is a foundational and required course for TESOL-Multimedia majors. It covers numerous educational theories and research in historical, philosophical, socio-cultural, and other diverse contexts so that students can make connections between the various theoretical discourses, research and teaching practices they will experience or be engaged in the future. This is a seminar course in which students are asked to make presentations and lead discussions based on weekly readings.
This course focuses on curriculum development and takes a global view of the process. Topics covered include needs analysis, situation analysis, syllabus design, course planning, instructional materials, evaluation, and institutional factors. Each topic is illustrated by examples from curricula used in different situations around the world. Assessment is continuous and involves creating an ideal curriculum for a real or imagined teaching situation.
TESOL 551 is a peer/community supported course experience designed to allow the students (and the professor) the opportunity to explore the cutting edge of where neuroscience, psychology and English language teaching intersect. This course explores YOU as a teacher of EFL looking for ways to incorporate the newest knowledge on learning and the brain. There are three basic parts of this course: the nuts and bolts of neuroscience, how neuroscience is expanding our understanding of brain, language, and cognitive development, some key themes of recent neuroscientific discoveries and how they relate to ELT.
TESOL 591 is a peer/community supported course experience design as a final preparatory step before conducting your master’s thesis research. This course explores YOU as a teacher of EFL looking for ways to test and measure our efforts to teach and be teachers. There are three basic parts of this: understanding your research needs and the breadth of the field in EFL research, understanding the varieties and terminology associated with qualitative research (assuming you end up doing a qualitative study), and designing and implementing those methods in an actual study.