Course descriptions
Required Courses for All Students
TESOL 500: Issues in TESOL
This is a foundational and required course for all TESOL-MALL students. 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.
Required Courses for Thesis Track Students
Thesis track students must take the following courses in their first or second semester
TESOL 501: Writing for Academic Purposes
This required course is designed to acquaint students with necessary field specific academic jargon, how to write (and read) academic research articles, and help students to orient themselves to the various necessities of graduate level writing. In addition, this course will help students understand the pedagogy of EFL/ESL writing by reading about and engaging in both process writing activities including: genre, peer review, revision techniques, proofreading, multimedia editing tools, and the details of academic format and citation.
Thesis track students must take one of the following courses in their third semester
TESOL 590: Introduction to Research Design & Methods
This course is designed to introduce students the variety of quantitative and qualitative methods and techniques that are necessary for engaging in thesis work. The first half of the course will focus on quantitative methods and the second half will focus on qualitative methods. On the quantitative side, students will learn about descriptive statistics including measures of central tendency and correlation, as well as, inferential statistics including t-tests and experimental design. On the qualitative side students will learn about five common approaches to qualitative research including case studies, phenomenology, grounded theory, ethnography and narrative research and the tools for collecting and analyzing data for such studies. This course may be taken in addition to the advanced courses in quantitative and qualitative methodology, but if taken as the sole research methodology course, it should be taken during the 3rd semester of a student's program.
TESOL 591: Qualitative Research Design & Methods
This course is designed to teach students a variety of qualitative methods and techniques that are necessary for engaging in thesis work, including ethnographic interviews, surveys, participant observation, narrative and phenomenological approaches, as well as mixed methods approaches. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
TESOL 592: Quantitative Research Design & Methods
This course is designed to teach the basic principles and techniques of quantitative research. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data using statistical packages such as SPSS and other quantitative analysis methods, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
Thesis Research Course:
All students must take this course during their final semester
TESOL 600: Thesis Research 1
This course is for students who are ready to begin their thesis research. Students must have completed 21 hours of courses, including required courses, and have had their thesis proposal approved for candidacy. Students who do not meet these requirements will not be allowed to take this course or begin their thesis research. This course is not a regularly scheduled course. Students will negotiate meeting times with their advisor.
Spring semester course offerings
CELT 501: Introduction to Critical English Language Teaching (CELT)
This course will survey theories and pedagogies in recent approaches to CELT. This course serves as an introduction to the courses of CELT 590 and CELT 500R. Literature surveyed in this course includes the theoretical and pedagogical concepts of situated learning, dialogism, inquiry education, project based curricula, communities of practice, post-structural and post-modern approaches to ELT, intertextuality, multiple modalities of representation, media literacy, and cultural studies approaches to ELT. In doing so, this course informs students of emerging ideas in TESOL and how these ideas may be applied to classroom practices.
CELT 503: Globalization, World Englishes, Social Justice, & ELT
This course helps students investigate various pedagogical issues and practices, such as communicative language teaching (CLT) and other progressive teaching approaches, in the context of postmodernism and critical postmodernism in order to understand various educational changes in relation to various philosophical, sociopolitical, cultural, and economic factors in society and the world. In doing so, this course aims to help students develop their own understanding and practices with which they can learn and utilize various functions of language and technology to become part of the production of critical information and knowledge in the future society.
CELT 550: Negotiating English Language Teacher Identity
Negotiating Language Teacher Identity cast light on the processes involved in coming to know one’s self as a teacher. What factors contribute to one’s teacher identity? What emotional journeys occur along the way? How does the teaching environment impact one’s teacher identity? How do concepts of native-speaker-ism color one’s perspective? Inherently thorny issues to resolve, the course seeks to provide students the tools necessary to continue their own, personal, identity development as they grow and change professionally.
CELT 551: Literature and Film in TESOL Education
This course focuses on TESOL theory on literacy and reading skills, Korean and other literature in English translation, films pertaining to issues in postcolonial studies, and theoretical and practical approaches to using films and literature in teaching English language skills. The chosen literature and films will highlight historical, cultural and social issues that are faced by almost all developing nations, namely: colonialism, neo and postcolonialism, nationalism, national development and the construction of modern national identity. Through the exploration of such themes, the course connects these diverse issues to the use of literature and film in TESOL education.
MALL 501: Introduction to MALL
In this course students engage in hands-on experience with technological tools in order to integrate these skills into their English teaching practices. This course covers basic technology and design concepts. Students will utilize various texts such as images, pictures, sound, animation, movies, and so on, to produce their own web-based instructional materials. Specific topics include: the concepts of media technology; a historical overview of media technology including CALL (Computer - Assisted Language Learning) and MALL (Multimedia - Assisted Language Learning); the roles of media technology, teachers and students; discussion about future developments in hardware, software and methodology in TEFL.
MALL 550: Design & Development of Interactive Multimedia Instructional Programs
This course covers the theory and practice of producing multimedia materials (CD-ROM titles) for TEFL-from planning to construction to program documentation. Topics include the development of sophisticated TEFL materials and courseware of publishable quality using authoring programs and professional authoring tools. Other topics include the development of a model of instruction and lesson plans for the effective use of multimedia materials (CD-ROM titles). More specifically, this is a project-based course that helps students learn how to use various multimedia authoring tools such as Photoshop, Adobe Premiere, and various web editing programs. This course will help students understand the technological components in planning and developing English web sites and other instructional programs for their classroom and to create an individual, on-line, digital library in preparation for their future classroom.
TESOL 502: ESL/EFL Curriculum & Materials Development
This course includes the process of designing, developing, and implementing programs for teaching English as a second/foreign language. The course includes conducting needs assessments, establishing goals and objectives, evaluating instructional materials, identifying appropriate instructional methods, and conducting program evaluations. The process of curriculum and materials development is for private and public ESL/EFL programs and can be applied to child, adolescent, and adult programs.
TESOL 550: Whole Language
This course offers some possible ways to integrate the four skills of English by using the integrated progressive approach of using multiple texts such as children and adolescent literature and other media. This course is especially helpful for acquiring first-hand experiences on teaching English through social interaction and using multiple texts.
TESOL 551: Neuroscience and ELT
In Neuroscience and ELT students will take whirlwind tour into the cutting edge science of the brain and language learning. To begin we will explore the distinctions between psycholinguistics and neurolinguistics, then continue on to explore brain anatomy so we can understand how all of the brain’s constituent element work together to create thought and language. The next step will be to explore the current tools of neuroscience and the characteristics of each including their strengths and limitations. Then we will turn our attention to the language learner and look at developmental differences in brain physiology in at least the three major developmental stages and relate these to ELT. Finally, we will examine how various aspects of language are represented in the brain, such as reading, emotion, lexis and syntax.
TESOL 552: Seminar in Teaching Listening & Speaking
This course covers a number of theories and practices on teaching listening and speaking in an in-depth manner and critiques current research on various issues on listening and speaking. It covers methods of teaching English pronunciation and use of listening and speaking strategies in order to help both teachers and learners engage in teaching and learning activities using multiple resources. This course will include some audio/video materials, Internet resources, and the investigation of progressive ways of teaching listening and speaking by investigating the planning and development process of specific curriculum contents and certain instructional materials.
TESOL 553: Language Policy and Planning
This is a course that applies various theoretical frameworks to examine case studies of language policy and planning on both micro and macro levels. As an increasing number of developing nations are engaged in formulating English language policies, language policy and planning has become a necessary aspect of TESOL curricula. Language planning is a form of social planning that requires the examination of public policy issues and theories of social change. Specifically, this course will examine, bilingual education policies, feminist campaigns to eliminate sexist bias in language, adult-literacy campaigns, spelling reform movements, creation of writing systems for unspoken languages, campaigns to rid languages of foreign terms and the grassroots influence on the emergence on an international language.
TESOL 554: Writing for Publication
This course examines the various rhetorical styles of professional writing in TESOL and Applied Linguistics, such as research reports, essays, and ethnographic narratives. This is a writing intensive course in which students will be expected to produce written text each week and engage in the processes of peer editing and revision. A pre-requisite for this course is to have some pre-existing research or an issue to write about. At the end of the course students can expect to have a finished article ready for submission to a professional journal.
TESOL 555: Testing in English Teaching
The course aims to study theoretical and practical aspects of language testing in English education. It examines the various purposes and types of language tests in relation to theories of language use and language teaching goals. It discusses testing practices and procedures related to language teaching and language research. It also includes the planning, writing, and administration of tests, basic descriptive statistics, and test analysis.
TESOL 560: Teaching English to Young Learners
This course covers learning theories relevant to children's cognitive and emotional developments as well physical development in order to understand various teaching methods for children. This course will also examine ways to incorporate the Whole Language Approach in the context of teaching English to children. In doing so, an in-depth critique on current research and practices will be done to find ways to plan and develop appropriate and contextualized child English programs. This course includes areas such as curricular issues for early childhood and elementary children, the use of appropriate instructional resources, and program development and evaluation in order to delineate linguistically and culturally enriched instructional programs.
TESOL 591: Qualitative Research Design & Methods
This course is designed to teach students a variety of qualitative methods and techniques that are necessary for engaging in thesis work, including ethnographic interviews, surveys, participant observation, narrative and phenomenological approaches, as well as mixed methods approaches. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
TESOL 598A: Practicum
This course is a student-teaching course in which students can engage in field teaching in schools for a semester to experience the dynamics of classroom interaction. In doing so, it is expected that students can understand real contexts of teaching and how theories are reflected in current teaching practices and continuously investigate ways to bridge the 'gap' between language theories and research and their practical application.
TESOL/MALL/CELT 599A: Independent Study
This course will be offered to those who need individualized pedagogical and research support for their own work. Faculty and students should negotiate the time and amount of work in order to meet the student's specific goals and needs. Students can take only two individual study courses during the entire MA work. Moreover, if a student chooses to take two independent study courses they must be taken in alternating semesters—course A and B.
Fall semester course offerings
CELT 502: Critical Sociolinguistics
This is a reading intensive survey course that examines a wide range of literature across the social sciences that views language acquisition and use as a social, rather than cognitive phenomenon. In this course literature from the fields of sociolinguistics, sociology, English as an international language (EIL), and cultural studies will be reviewed so that students may make connections between the diversity of practices in TESL and their own burgeoning practices. This is a seminar course in which students are asked to make presentations and lead discussions on weekly meetings.
CELT 553: Discourse Analysis
In this course, students will learn a variety of ways of investigating various oral, written, and other types of text to understand discursive practices in disciplines relevant to language education. For example, this course will cover conversational analysis, classroom discourses, media discourses, and other relevant social discourses in relation with English language teaching. Through the use of various analysis and interpretation tools to examine both classroom and other social discourses, students are expected to understand the structure and characteristics of texts produced by different groups. In addition to learning various discourse styles, students are also expected to critique the processes and consequences of those discursive practices and formation of knowledge and desire resulting from the mobilization of politics, desire, and power in certain ways but not other ways.
CELT 554: Cultural Studies in TEFL
This course examines methods of teaching culture in the EFL classroom by providing a framework for teaching culture and value systems in the second language classroom. The course emphasizes methods of cultural comparison, audio-visual materials and textbook evaluation, and situating the stories of EFL learners in local contexts.
CELT 555: Media Literacy
This course will explore how media (movies, pop songs, magazines, advertisement, newspapers, the Internet, etc.) have influenced human lives and societies. The students will especially talk about how media shape individual and cultural identities of EFL students. The course will include analyzing and evaluating media. Throughout this course, the students will need to think about their educational implications.
CELT 556: Motivation, Resistance and Engagement in the EFL classroom
Motivation in the EFL classroom has, over the last few decades become one of fastest-growing and exciting areas of TESOL research. EFL motivation researchers ask, “how do rewards or external incentives on motivation?” “What about by one’s expectations and values?” and perhaps most centrally, “Can teachers influence and maximize motivation?” students will engage in readings of texts, articles and case studies to begin to grapple with these thorny questions under the central course themes of disentangling motivation as temperment versus a nurtured skill, teacher/student expectations, cultural aspects of motivation in the EFL classroom, and ultimately moving from theory to practice.
MALL 551: Analysis & Evaluation of Multimedia-based Instructional Materials
This course aims to help analyze and assess existing technology assisted teaching systems and English language programs in order to examine the practicalities and potentials of those systems and programs. Students are advised to take MALL 501: Intro to MALL, before taking this course. Accordingly, this course covers the theories and practice of using and evaluating multimedia and Internet materials, including web sites in TEFL. Topics include: exploring examples of good practice in the use of multimedia and internet materials for TEFL and practicing them in the classroom; developing teaching methodologies and strategies for applying them to the classroom context (i.e., the development of all four language skills - reading, writing, listening and speaking); devising evaluation criteria and checklists; evaluating critically the materials in relation to course aims and language learning theories and research.
MALL 552: Network Based Language Learning
This course aims to help students analyze and assess existing technology assisted teaching systems, and English language programs, in order to examine the practicalities and potentials of those systems and programs. Accordingly, the course covers both the theory and practical aspects of using and evaluating multimedia and Internet materials, including web sites. Theory-based topics include: concepts underlying CALL (Computer Assisted Language Learning), contexts affecting network-based teaching, and the linguistic nature of computer-mediated interaction in textual and multimedia environments. The practical component of the course will involve student development and use of a CMS (course management system) to develop their CALL teaching techniques, and to provide their learners with network-based learning.
TESOL 501: Writing for Academic Purposes
This required course is designed to acquaint students with necessary field specific academic jargon, how to write (and read) academic research articles, and help students to orient themselves to the various necessities of graduate level writing. In addition, this course will help students understand the pedagogy of EFL/ESL writing by reading about and engaging in both process writing activities including: genre, peer review, revision techniques, proofreading, multimedia editing tools, and the details of academic format and citation.
TESOL 503: Methods in Teaching English as a Second/Foreign Language
This is an introductory methodology course in which students will be exposed to various teaching approaches and methods. The topics of the course include Communicative Language Teaching, Whole Language, Critical Literacy, the ecology of language education, and other progressive and transactive pedagogies. In addition, students will learn how to apply these approaches to curriculum, instruction and assessment in their own classrooms.
TESOL 504: Introduction to Linguistics
This is a survey course designed to introduce students to the key areas of linguistics and language teaching. This course will focus on the knowledge of the structure of language including phonetics, phonology, morphology, syntax, semantics, and pragmatics. In addition the course will cover some of the more innovative “hybrid eras of linguistics: historical linguistics, sociolinguistics, psycholinguistics, etc. Students completing this course will have a necessary broad base of knowledge to support the rest of their graduate program and future teaching. [Students planning to attend St. Cloud State University are highly recommended to take this course during their spring semester at Woosong.]
TESOL 556: Performance-based Assessment
In this course students learn key concepts and methods for language assessment. This course includes the analysis and evaluation of standardized testing, performance-based assessments, and other alternative methods of evaluation. It also teaches how to develop meaningful tests using various testing theories.
TESOL 557: Seminar in Teaching Reading & Writing
This course includes various theories and practices on teaching reading and writing and critiques current research on various issues on listening and speaking. This course will investigate to what extent existing methods of teaching English reading and writing programs are effective and how such methods can be utilized in real instructional settings. It will also cover ways to integrate current information technology such as computers and the Internet in planning, developing, and teaching reading and writing in and outside classrooms.
TESOL 558: Pedagogical Grammar in TESOL
This course provides a systematic approach to the theories and practical aspects of teaching grammar to non-native speakers of English within a communicative framework. The course provides special emphasis on the ordering, selection, and preparation of appropriate materials and activities.
TESOL 561: Extensive Reading
This course is designed to help students learn more about extensive reading (ER). In addition to covering the relative theoretical underpinnings of ER including Krashen; Bamford and Day; and others, the students will looking in detail at many specific effects of ER from vocabulary acquisition to motivation to other less directly related language skills. Finally, the specifics of designing and implementing an ER program are reviewed and students lay the groundwork for leading their own ER classes.
TESOL 562: English Literacy for Young Learners
This course provides an overview of various approaches to English Literacy for Young Learners that incorporates some of the current thinking in the field of EFL. The cognitive development stages of young learners are progressing rapidly and are one of the primary considerations of the course. Additionally, issues of curriculum, instruction and assessment will be considered from the perspective of the young learner, and too that end, a variety of pedagogical models will be discussed.
TESOL 590: Introduction to Research Design & Methods
This course is designed to introduce students the variety of quantitative and qualitative methods and techniques that are necessary for engaging in thesis work. The first half of the course will focus on quantitative methods and the second half will focus on qualitative methods. On the quantitative side, students will learn about descriptive statistics including measures of central tendency and correlation, as well as, inferential statistics including t-tests and experimental design. On the qualitative side students will learn about five common approaches to qualitative research including case studies, phenomenology, grounded theory, ethnography and narrative research and the tools for collecting and analyzing data for such studies. This course may be taken in addition to the advanced courses in quantitative and qualitative methodology, but if taken as the sole research methodology course, it should be taken during the 3rd semester of a student's program.
TESOL 592: Quantitative Research Design & Methods
This course is designed to teach the basic principles and techniques of quantitative research. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data using statistical packages such as SPSS and other quantitative analysis methods, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
TESOL 598B: Practicum
This course is a student-teaching course in which students can engage in field teaching in schools for a semester to experience the dynamics of classroom interaction. In doing so, it is expected that students can understand real contexts of teaching and how theories are reflected in current teaching practices and continuously investigate ways to bridge the 'gap' between language theories and research and their practical application.
TESOL/MALL/CELT 599B: Independent Study
This course will be offered to those who need individualized pedagogical and research support for their own work. Faculty and students should negotiate the time and amount of work in order to meet the student's specific goals and needs. Students can take only two individual study courses during the entire MA work. Moreover, if a student chooses to take two independent study courses they must be taken in alternating semesters—course A and B.
TESOL 500: Issues in TESOL
This is a foundational and required course for all TESOL-MALL students. 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.
Required Courses for Thesis Track Students
Thesis track students must take the following courses in their first or second semester
TESOL 501: Writing for Academic Purposes
This required course is designed to acquaint students with necessary field specific academic jargon, how to write (and read) academic research articles, and help students to orient themselves to the various necessities of graduate level writing. In addition, this course will help students understand the pedagogy of EFL/ESL writing by reading about and engaging in both process writing activities including: genre, peer review, revision techniques, proofreading, multimedia editing tools, and the details of academic format and citation.
Thesis track students must take one of the following courses in their third semester
TESOL 590: Introduction to Research Design & Methods
This course is designed to introduce students the variety of quantitative and qualitative methods and techniques that are necessary for engaging in thesis work. The first half of the course will focus on quantitative methods and the second half will focus on qualitative methods. On the quantitative side, students will learn about descriptive statistics including measures of central tendency and correlation, as well as, inferential statistics including t-tests and experimental design. On the qualitative side students will learn about five common approaches to qualitative research including case studies, phenomenology, grounded theory, ethnography and narrative research and the tools for collecting and analyzing data for such studies. This course may be taken in addition to the advanced courses in quantitative and qualitative methodology, but if taken as the sole research methodology course, it should be taken during the 3rd semester of a student's program.
TESOL 591: Qualitative Research Design & Methods
This course is designed to teach students a variety of qualitative methods and techniques that are necessary for engaging in thesis work, including ethnographic interviews, surveys, participant observation, narrative and phenomenological approaches, as well as mixed methods approaches. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
TESOL 592: Quantitative Research Design & Methods
This course is designed to teach the basic principles and techniques of quantitative research. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data using statistical packages such as SPSS and other quantitative analysis methods, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
Thesis Research Course:
All students must take this course during their final semester
TESOL 600: Thesis Research 1
This course is for students who are ready to begin their thesis research. Students must have completed 21 hours of courses, including required courses, and have had their thesis proposal approved for candidacy. Students who do not meet these requirements will not be allowed to take this course or begin their thesis research. This course is not a regularly scheduled course. Students will negotiate meeting times with their advisor.
Spring semester course offerings
CELT 501: Introduction to Critical English Language Teaching (CELT)
This course will survey theories and pedagogies in recent approaches to CELT. This course serves as an introduction to the courses of CELT 590 and CELT 500R. Literature surveyed in this course includes the theoretical and pedagogical concepts of situated learning, dialogism, inquiry education, project based curricula, communities of practice, post-structural and post-modern approaches to ELT, intertextuality, multiple modalities of representation, media literacy, and cultural studies approaches to ELT. In doing so, this course informs students of emerging ideas in TESOL and how these ideas may be applied to classroom practices.
CELT 503: Globalization, World Englishes, Social Justice, & ELT
This course helps students investigate various pedagogical issues and practices, such as communicative language teaching (CLT) and other progressive teaching approaches, in the context of postmodernism and critical postmodernism in order to understand various educational changes in relation to various philosophical, sociopolitical, cultural, and economic factors in society and the world. In doing so, this course aims to help students develop their own understanding and practices with which they can learn and utilize various functions of language and technology to become part of the production of critical information and knowledge in the future society.
CELT 550: Negotiating English Language Teacher Identity
Negotiating Language Teacher Identity cast light on the processes involved in coming to know one’s self as a teacher. What factors contribute to one’s teacher identity? What emotional journeys occur along the way? How does the teaching environment impact one’s teacher identity? How do concepts of native-speaker-ism color one’s perspective? Inherently thorny issues to resolve, the course seeks to provide students the tools necessary to continue their own, personal, identity development as they grow and change professionally.
CELT 551: Literature and Film in TESOL Education
This course focuses on TESOL theory on literacy and reading skills, Korean and other literature in English translation, films pertaining to issues in postcolonial studies, and theoretical and practical approaches to using films and literature in teaching English language skills. The chosen literature and films will highlight historical, cultural and social issues that are faced by almost all developing nations, namely: colonialism, neo and postcolonialism, nationalism, national development and the construction of modern national identity. Through the exploration of such themes, the course connects these diverse issues to the use of literature and film in TESOL education.
MALL 501: Introduction to MALL
In this course students engage in hands-on experience with technological tools in order to integrate these skills into their English teaching practices. This course covers basic technology and design concepts. Students will utilize various texts such as images, pictures, sound, animation, movies, and so on, to produce their own web-based instructional materials. Specific topics include: the concepts of media technology; a historical overview of media technology including CALL (Computer - Assisted Language Learning) and MALL (Multimedia - Assisted Language Learning); the roles of media technology, teachers and students; discussion about future developments in hardware, software and methodology in TEFL.
MALL 550: Design & Development of Interactive Multimedia Instructional Programs
This course covers the theory and practice of producing multimedia materials (CD-ROM titles) for TEFL-from planning to construction to program documentation. Topics include the development of sophisticated TEFL materials and courseware of publishable quality using authoring programs and professional authoring tools. Other topics include the development of a model of instruction and lesson plans for the effective use of multimedia materials (CD-ROM titles). More specifically, this is a project-based course that helps students learn how to use various multimedia authoring tools such as Photoshop, Adobe Premiere, and various web editing programs. This course will help students understand the technological components in planning and developing English web sites and other instructional programs for their classroom and to create an individual, on-line, digital library in preparation for their future classroom.
TESOL 502: ESL/EFL Curriculum & Materials Development
This course includes the process of designing, developing, and implementing programs for teaching English as a second/foreign language. The course includes conducting needs assessments, establishing goals and objectives, evaluating instructional materials, identifying appropriate instructional methods, and conducting program evaluations. The process of curriculum and materials development is for private and public ESL/EFL programs and can be applied to child, adolescent, and adult programs.
TESOL 550: Whole Language
This course offers some possible ways to integrate the four skills of English by using the integrated progressive approach of using multiple texts such as children and adolescent literature and other media. This course is especially helpful for acquiring first-hand experiences on teaching English through social interaction and using multiple texts.
TESOL 551: Neuroscience and ELT
In Neuroscience and ELT students will take whirlwind tour into the cutting edge science of the brain and language learning. To begin we will explore the distinctions between psycholinguistics and neurolinguistics, then continue on to explore brain anatomy so we can understand how all of the brain’s constituent element work together to create thought and language. The next step will be to explore the current tools of neuroscience and the characteristics of each including their strengths and limitations. Then we will turn our attention to the language learner and look at developmental differences in brain physiology in at least the three major developmental stages and relate these to ELT. Finally, we will examine how various aspects of language are represented in the brain, such as reading, emotion, lexis and syntax.
TESOL 552: Seminar in Teaching Listening & Speaking
This course covers a number of theories and practices on teaching listening and speaking in an in-depth manner and critiques current research on various issues on listening and speaking. It covers methods of teaching English pronunciation and use of listening and speaking strategies in order to help both teachers and learners engage in teaching and learning activities using multiple resources. This course will include some audio/video materials, Internet resources, and the investigation of progressive ways of teaching listening and speaking by investigating the planning and development process of specific curriculum contents and certain instructional materials.
TESOL 553: Language Policy and Planning
This is a course that applies various theoretical frameworks to examine case studies of language policy and planning on both micro and macro levels. As an increasing number of developing nations are engaged in formulating English language policies, language policy and planning has become a necessary aspect of TESOL curricula. Language planning is a form of social planning that requires the examination of public policy issues and theories of social change. Specifically, this course will examine, bilingual education policies, feminist campaigns to eliminate sexist bias in language, adult-literacy campaigns, spelling reform movements, creation of writing systems for unspoken languages, campaigns to rid languages of foreign terms and the grassroots influence on the emergence on an international language.
TESOL 554: Writing for Publication
This course examines the various rhetorical styles of professional writing in TESOL and Applied Linguistics, such as research reports, essays, and ethnographic narratives. This is a writing intensive course in which students will be expected to produce written text each week and engage in the processes of peer editing and revision. A pre-requisite for this course is to have some pre-existing research or an issue to write about. At the end of the course students can expect to have a finished article ready for submission to a professional journal.
TESOL 555: Testing in English Teaching
The course aims to study theoretical and practical aspects of language testing in English education. It examines the various purposes and types of language tests in relation to theories of language use and language teaching goals. It discusses testing practices and procedures related to language teaching and language research. It also includes the planning, writing, and administration of tests, basic descriptive statistics, and test analysis.
TESOL 560: Teaching English to Young Learners
This course covers learning theories relevant to children's cognitive and emotional developments as well physical development in order to understand various teaching methods for children. This course will also examine ways to incorporate the Whole Language Approach in the context of teaching English to children. In doing so, an in-depth critique on current research and practices will be done to find ways to plan and develop appropriate and contextualized child English programs. This course includes areas such as curricular issues for early childhood and elementary children, the use of appropriate instructional resources, and program development and evaluation in order to delineate linguistically and culturally enriched instructional programs.
TESOL 591: Qualitative Research Design & Methods
This course is designed to teach students a variety of qualitative methods and techniques that are necessary for engaging in thesis work, including ethnographic interviews, surveys, participant observation, narrative and phenomenological approaches, as well as mixed methods approaches. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
TESOL 598A: Practicum
This course is a student-teaching course in which students can engage in field teaching in schools for a semester to experience the dynamics of classroom interaction. In doing so, it is expected that students can understand real contexts of teaching and how theories are reflected in current teaching practices and continuously investigate ways to bridge the 'gap' between language theories and research and their practical application.
TESOL/MALL/CELT 599A: Independent Study
This course will be offered to those who need individualized pedagogical and research support for their own work. Faculty and students should negotiate the time and amount of work in order to meet the student's specific goals and needs. Students can take only two individual study courses during the entire MA work. Moreover, if a student chooses to take two independent study courses they must be taken in alternating semesters—course A and B.
Fall semester course offerings
CELT 502: Critical Sociolinguistics
This is a reading intensive survey course that examines a wide range of literature across the social sciences that views language acquisition and use as a social, rather than cognitive phenomenon. In this course literature from the fields of sociolinguistics, sociology, English as an international language (EIL), and cultural studies will be reviewed so that students may make connections between the diversity of practices in TESL and their own burgeoning practices. This is a seminar course in which students are asked to make presentations and lead discussions on weekly meetings.
CELT 553: Discourse Analysis
In this course, students will learn a variety of ways of investigating various oral, written, and other types of text to understand discursive practices in disciplines relevant to language education. For example, this course will cover conversational analysis, classroom discourses, media discourses, and other relevant social discourses in relation with English language teaching. Through the use of various analysis and interpretation tools to examine both classroom and other social discourses, students are expected to understand the structure and characteristics of texts produced by different groups. In addition to learning various discourse styles, students are also expected to critique the processes and consequences of those discursive practices and formation of knowledge and desire resulting from the mobilization of politics, desire, and power in certain ways but not other ways.
CELT 554: Cultural Studies in TEFL
This course examines methods of teaching culture in the EFL classroom by providing a framework for teaching culture and value systems in the second language classroom. The course emphasizes methods of cultural comparison, audio-visual materials and textbook evaluation, and situating the stories of EFL learners in local contexts.
CELT 555: Media Literacy
This course will explore how media (movies, pop songs, magazines, advertisement, newspapers, the Internet, etc.) have influenced human lives and societies. The students will especially talk about how media shape individual and cultural identities of EFL students. The course will include analyzing and evaluating media. Throughout this course, the students will need to think about their educational implications.
CELT 556: Motivation, Resistance and Engagement in the EFL classroom
Motivation in the EFL classroom has, over the last few decades become one of fastest-growing and exciting areas of TESOL research. EFL motivation researchers ask, “how do rewards or external incentives on motivation?” “What about by one’s expectations and values?” and perhaps most centrally, “Can teachers influence and maximize motivation?” students will engage in readings of texts, articles and case studies to begin to grapple with these thorny questions under the central course themes of disentangling motivation as temperment versus a nurtured skill, teacher/student expectations, cultural aspects of motivation in the EFL classroom, and ultimately moving from theory to practice.
MALL 551: Analysis & Evaluation of Multimedia-based Instructional Materials
This course aims to help analyze and assess existing technology assisted teaching systems and English language programs in order to examine the practicalities and potentials of those systems and programs. Students are advised to take MALL 501: Intro to MALL, before taking this course. Accordingly, this course covers the theories and practice of using and evaluating multimedia and Internet materials, including web sites in TEFL. Topics include: exploring examples of good practice in the use of multimedia and internet materials for TEFL and practicing them in the classroom; developing teaching methodologies and strategies for applying them to the classroom context (i.e., the development of all four language skills - reading, writing, listening and speaking); devising evaluation criteria and checklists; evaluating critically the materials in relation to course aims and language learning theories and research.
MALL 552: Network Based Language Learning
This course aims to help students analyze and assess existing technology assisted teaching systems, and English language programs, in order to examine the practicalities and potentials of those systems and programs. Accordingly, the course covers both the theory and practical aspects of using and evaluating multimedia and Internet materials, including web sites. Theory-based topics include: concepts underlying CALL (Computer Assisted Language Learning), contexts affecting network-based teaching, and the linguistic nature of computer-mediated interaction in textual and multimedia environments. The practical component of the course will involve student development and use of a CMS (course management system) to develop their CALL teaching techniques, and to provide their learners with network-based learning.
TESOL 501: Writing for Academic Purposes
This required course is designed to acquaint students with necessary field specific academic jargon, how to write (and read) academic research articles, and help students to orient themselves to the various necessities of graduate level writing. In addition, this course will help students understand the pedagogy of EFL/ESL writing by reading about and engaging in both process writing activities including: genre, peer review, revision techniques, proofreading, multimedia editing tools, and the details of academic format and citation.
TESOL 503: Methods in Teaching English as a Second/Foreign Language
This is an introductory methodology course in which students will be exposed to various teaching approaches and methods. The topics of the course include Communicative Language Teaching, Whole Language, Critical Literacy, the ecology of language education, and other progressive and transactive pedagogies. In addition, students will learn how to apply these approaches to curriculum, instruction and assessment in their own classrooms.
TESOL 504: Introduction to Linguistics
This is a survey course designed to introduce students to the key areas of linguistics and language teaching. This course will focus on the knowledge of the structure of language including phonetics, phonology, morphology, syntax, semantics, and pragmatics. In addition the course will cover some of the more innovative “hybrid eras of linguistics: historical linguistics, sociolinguistics, psycholinguistics, etc. Students completing this course will have a necessary broad base of knowledge to support the rest of their graduate program and future teaching. [Students planning to attend St. Cloud State University are highly recommended to take this course during their spring semester at Woosong.]
TESOL 556: Performance-based Assessment
In this course students learn key concepts and methods for language assessment. This course includes the analysis and evaluation of standardized testing, performance-based assessments, and other alternative methods of evaluation. It also teaches how to develop meaningful tests using various testing theories.
TESOL 557: Seminar in Teaching Reading & Writing
This course includes various theories and practices on teaching reading and writing and critiques current research on various issues on listening and speaking. This course will investigate to what extent existing methods of teaching English reading and writing programs are effective and how such methods can be utilized in real instructional settings. It will also cover ways to integrate current information technology such as computers and the Internet in planning, developing, and teaching reading and writing in and outside classrooms.
TESOL 558: Pedagogical Grammar in TESOL
This course provides a systematic approach to the theories and practical aspects of teaching grammar to non-native speakers of English within a communicative framework. The course provides special emphasis on the ordering, selection, and preparation of appropriate materials and activities.
TESOL 561: Extensive Reading
This course is designed to help students learn more about extensive reading (ER). In addition to covering the relative theoretical underpinnings of ER including Krashen; Bamford and Day; and others, the students will looking in detail at many specific effects of ER from vocabulary acquisition to motivation to other less directly related language skills. Finally, the specifics of designing and implementing an ER program are reviewed and students lay the groundwork for leading their own ER classes.
TESOL 562: English Literacy for Young Learners
This course provides an overview of various approaches to English Literacy for Young Learners that incorporates some of the current thinking in the field of EFL. The cognitive development stages of young learners are progressing rapidly and are one of the primary considerations of the course. Additionally, issues of curriculum, instruction and assessment will be considered from the perspective of the young learner, and too that end, a variety of pedagogical models will be discussed.
TESOL 590: Introduction to Research Design & Methods
This course is designed to introduce students the variety of quantitative and qualitative methods and techniques that are necessary for engaging in thesis work. The first half of the course will focus on quantitative methods and the second half will focus on qualitative methods. On the quantitative side, students will learn about descriptive statistics including measures of central tendency and correlation, as well as, inferential statistics including t-tests and experimental design. On the qualitative side students will learn about five common approaches to qualitative research including case studies, phenomenology, grounded theory, ethnography and narrative research and the tools for collecting and analyzing data for such studies. This course may be taken in addition to the advanced courses in quantitative and qualitative methodology, but if taken as the sole research methodology course, it should be taken during the 3rd semester of a student's program.
TESOL 592: Quantitative Research Design & Methods
This course is designed to teach the basic principles and techniques of quantitative research. It covers ways to find research issues, formulate research questions, write a thesis proposal, collect and analyze data using statistical packages such as SPSS and other quantitative analysis methods, and report and discuss results. This course should be taken during the 3rd semester of a student's program.
TESOL 598B: Practicum
This course is a student-teaching course in which students can engage in field teaching in schools for a semester to experience the dynamics of classroom interaction. In doing so, it is expected that students can understand real contexts of teaching and how theories are reflected in current teaching practices and continuously investigate ways to bridge the 'gap' between language theories and research and their practical application.
TESOL/MALL/CELT 599B: Independent Study
This course will be offered to those who need individualized pedagogical and research support for their own work. Faculty and students should negotiate the time and amount of work in order to meet the student's specific goals and needs. Students can take only two individual study courses during the entire MA work. Moreover, if a student chooses to take two independent study courses they must be taken in alternating semesters—course A and B.
WOOSONG UNIVERSITY Graduate School of TESOL- MALL 196-5 Jayang-dong, Dong-gu, Daejeon, South Korea, 300-718
telephone: 042-630-9895 or e-mail: [email protected]
telephone: 042-630-9895 or e-mail: [email protected]