Courses
As a result of completing the TESOL program at Seattle University, students will develop the following knowledge and skills through these required courses (see TESOL Program Curriculum in the Student Handbook):
Knowledge
|
Skill
|
Application/Output
|
EDUC 500 Introduction to Research and Graduate Study
Intro to research skills
Intro to literature in TESOL
Orientation to graduate studies
Research design |
Critical reading of research
Using library resources
Writing a research paper
Using Internet resources |
Literature review
Research proposal |
EDUC 501 Social Justice in Professional Practice
Definitions and perspectives
Societal impact of injustice
Implications for practice |
Analysis of relationship between beliefs and actions
Self-analysis regarding beliefs and practices |
Development of personal philosophical statement |
EDUC 513 Adult Learning
Theories of adult development
Theories of adult learning
Learning styles |
Group work
Reflecting |
Oral presentation
Reflection papers |
EPDES 930 TESOL Theory and Application
General learning theory
L1 acquisition theory
L2 acquisition theory Learning variables
Teaching 4 skills |
Motivating learners
Planning units
Practicum in ESOL class
Planning lessons |
Unit plans
Micro-teaching |
TSOL 531 Second Language Acquisition
L1 and L2 acquisition
Models & methods of SLA Psychological, social, cognitive variables |
Accessing research in SLA Summarizing research |
Oral presentation, Handout, OHP
Poster
3-D Model Research paper |
TSOL 534 Linguistics for ESOL Teachers I
Linguistic analysis
Nature of language Components of language |
Analyzing learner language: semantics, morphology, phonology, and syntax |
Phonetic transcription
Phrase structure trees
Written analysis of learner speech Take-home assignments |
TSOL 535 Linguistics for ESOL Teachers II
| Continuation of linguistic analysis Language as a system |
Analyzing learner language: text, discourse, pragmatics Transcribing discourse |
Transcripts
Written analysis of speech/writing Oral presentation |
TSOL 538 Structure of English
Review of English grammar
Grammar terminology Grammar in ESL |
Analyzing grammar errors
Explaining grammar points
Answering grammar questions Grammar textbook review |
In-class exam
Paper Take-home assignments |
TSOL 566 Internship in TESOL
| Organizational culture |
Analyzing organizations
Observing ESOL classes
Practice teaching Reflecting |
Written reports
Teaching log
Practice teaching Reflection paper |
AEDT 510 Course Design for Adult Learners
Scope and sequence
Syllabus development
Grading/record-keeping |
Making decisions
Re: content & organization
Developing a syllabus Assessing needs |
Syllabus checklist Syllabus development |
AEDT 563 Instructional Methods for Adult Learners
Learning style
Teaching methods
Lesson plans
Class climate
Assessment strategies |
Developing lesson plans
Selecting methods Developing instructional skills |
Microteaching
Peer feedback Reflection papers |
Description of Approved Electives
TSOL 525 Second Language Writing
Process approach
L1 writing and L2 writing connections
Reading and writing connections
Contrastive rhetoric |
Research paper
Writing textbook review
Oral presentation |
TSOL 536 Language in Society
Language variation
Ethical issues in research
Theories, issues, and trends in language use Sociolinguistic research methods |
Conducting ethnographic research
Gathering data |
TSOL 537 English for Academic Purposes
Identity issues for EAP students
Research, issues, strategies for teaching reading, writing, speaking, listening in ESOL |
Research techniques
Researching trends & issues |
TSOL 539 Second Language Reading and Vocabulary Acquisition
Interactive approaches to reading
Incidental vocab acquisition in L2 reading
Vocabulary size and reading comprehension
Linguistic threshold hypothesis |
Research paper
Reading textbook review
Oral presentation |
EPDES 931 Methods of Language Teaching
Methods of TESOL: traditional, innovative communicative
Learner variables |
Designing unit plans Analysis/evaluation methods |
EPDES 931 Methods of Language Teaching
Process approach
L1 writing and L2 writing connections
Reading and writing connections
Contrastive rhetoric |
Research paper
Writing textbook review
Oral presentation |
EPDES 932 Teaching Grammar to ESOL Students
Role of grammar in TESOL
Presenting grammar to students
Issues in grammar teaching |
Researching grammar items
Designing grammar activities
Leading grammar activities
Correcting ESOL errors |
EPDES 933 Materials Selection and Development in TESOL
Available ESOL resources
Decision-making in materials development
Writing materials for various purposes |
Analyzing/evaluating ESOL materials
Observing ESOL materials in use
Writing a textbook chapter |
EPDES 934 Developing ESOL Literacy
The continuum of literacy
Activities to teach R/W to pre-literates
Activities to practice R/W at all levels |
Designing a syllabus, unit, lesson and activities in literacy classes |
EPDES 935 Cultural Variables in TESOL
Variables affecting learners, classrooms
Using multiculturalism in the classroom |
Consulting cultural representatives
Designing a syllabus, unit, lesson and activities for cultural variables |
EPDES 936 Teaching Content to Students of Limited English Proficiency
Proficiency levels in content classroom
Teaching to various proficiencies
Using content in a language classroom |
Designing a syllabus, unit, lesson and activities for cultural variables |
EPDES 938 Testing and Evaluating ESOL Students
Principles & issues
Portfolios
Alternative assessment |
Evaluating existing tests
Preparing tests
Administering tests |
EPDES 939 Student Centered Learning
Learning styles
Multiple intelligence
Cooperative learning |
Designing a syllabus, unit, lesson and activities for student-centered classrooms |
EPDES 942 Teaching English Pronunciation
Activities to present pronunciation
Activities to practice pronunciation |
Assessing student pronunciation
Practicum with ESOL students
Planning pronunciation lessons and activities |
EDUC 515 Multicultural Perspectives
| Diversity variables: gender, race, age, sexual orientation, ability physical and learning differences, economics, politics, cultures |
Accommodating individual differences
Improving organizational climate |
LITC 525 Seminar in Literacy Instruction
| Development of literacy processes and skills at all levels; examination and evaluation of current instructional and assessment practices, research, and materials |
|
AEDT 562 Foundations of Adult Education
Definitions & history
Philosophy, trends, issues
Populations & providers
Legislation & resources |
Analyzing programs
Discovering resources |
AEDT 564 Issues in Basic Skills for Adults
Terminology & philosophy
Funding & program issues
Role of technology
Workplace basics, program models
Student assessment |
Communicating with professionals |
AEDT 565 Philosophy & Methods of Skill Training
Task analysis, job aids
Competency based instruction
Instructional strategy models |
Analyzing tasks
Developing job aids |
AEDT 569 Teaching Methods in Basic Skills for Adults
Learning styles
Cooperative/collaborative teaching
Whole language approach:
Testing and assessment;
Instructional methods
Theories of reading: GED content |
Developing lesson plans
Planning program Assessing needs |
EDAD 559 The American Community College
Mission, history, demographics
Learner characteristics
Finance & budgeting
Trends & issues |
Placing TESOL in the context of the institution
Understanding demographics of students and implications for instruction |
Guidelines For Choosing Electives
The TESOL program offers a wide variety of electives. Students in the M.Ed. program have five electives; students in the M.A. program have only four (see Description of Approved Electives in the Student Handbook). Choose your electives carefully, based on the type of population you intend to serve, as well as your own needs and interests.
(Note that a maximum of 12 EPDES credits may be applied to your Masters degree). The following electives are recommended:
Check with your advisor if you find another course you would like to take as an elective, including Seattle University courses at the 300-400-level (see Transfer of Credtis in the Student Handbook).
ESOL Administration
You may be planning to start your own ESOL School in the United States or abroad, or to seek a position as Director of Courses or Administrator of an existing ESOL school. The following electives are recommended:
TSOL 536 Language in Society
EPDES 933 Materials Selection and Development in TESOL
EPDES 938 Testing and Evaluating ESOL Students
EPDES 939 Student Centered Learning
EDUC 515 Multicultural Perspectives
AEDT 568 Administration in Adult Settings
Foreign Language Teaching
Most of what you learn in the TESOL program applies also to the teaching of other languages. If you are planning to teach a foreign language at a community college, the following electives are recommended:
TSOL 525 Second Language Writing
TSOL 539 Second Language Reading and Vocabulary Acquisition
EPDES 933 Materials Selection and Development in TESOL
EPDES 938 Testing and Evaluating ESOL Students
EDUC 515 Multicultural Perspectives
If you are not a native speaker of the language you are planning to teach, you should also take courses in the language, literature and culture of that language. These courses are available at the undergraduate level at Seattle University and elsewhere. (Note, however, that only 300-400-level undergraduate courses may be used as an elective in graduate programs, and only if you do extra, graduate-level work in the course).
Community College Basic Studies
You may be planning to teach in the Basic Studies division of a community college. The following electives are recommended.
TSOL 539 Second Language Reading and Vocabulary Acquisition
EPDES 931 Methods of Language Teaching
EPDES 932 Teaching Grammar to ESOL Students
AEDT 564 Issues in Basic Skills for Adults
AEDT 569 Teaching Methods in Basic Skills for Adults
SDAD 559 The American Community College