Course Descriptions
Course Descriptions
Core Required Courses
- Principles of Second Language Acquisition I
- Principles of Second Language Acquisition II
- Research Proposal Writing in the Social Sciences
- Second Language Teaching Methodology I
- Second Language Teaching Methodology II
- Sociolinguistics and Education
- Syllabus and Curriculum Design
Core Required Courses – Practicum in TESOL
Core Required Courses – Research Supervision
Core Elective Courses
- Language and Culture in EFL Education
- Pedagogical English Grammar
- Research Methods in Second Language Education
- Study of Communication
Specialization Elective Courses
- Educational Philosophy
- English for Academic/Professional Purposes (EAP/ESP)
- English for Secondary Education
- Language Testing and Assessment
- Pedagogical Pronunciation
- Technology and Second Language Education
- Writing Skills for Graduate Students
- Special Topics in International Language Education I, II, III, IV
Core Required Courses
All ILE students are required to complete all the Core Required courses, at slightly different times in their programs based on their entry date (April or September).
Core Required Courses – Major Courses
Core Required Courses – Major Courses
Principles of Second Language Acquisition I
This course introduces aspects of second language acquisition theory that are relevant to TESOL students. The course will begin with an overview of key concepts underlying our understanding of the processes and outcomes of second language acquisition. This section of the course will conclude by focusing on Complex Dynamic Systems Theory and how it accounts for factors in SLA. The focus will then shift to exploring how individual differences in learners interact with second language acquisition processes.
Course Text(s):
Ellis, R. (1997). Second Language Acquisition. Oxford University Press.
Griffiths, C., & Soruc, A. (2020). Individual DIfferences in Language Learning: A Complex Systems Theory Perspective. Palgrave Macmillan.
Additional readings supplied by instructor
Major Assignments:
Weekly Reflection Papers
Midterm Exam
Class Presentation on a selected individual difference
Final Paper on selected individual difference
This course introduces aspects of second language acquisition theory that are relevant to TESOL students. The course will begin with an overview of key concepts underlying our understanding of the processes and outcomes of second language acquisition. This section of the course will conclude by focusing on Complex Dynamic Systems Theory and how it accounts for factors in SLA. The focus will then shift to exploring how individual differences in learners interact with second language acquisition processes.
Course Text(s):
Ellis, R. (1997). Second Language Acquisition. Oxford University Press.
Griffiths, C., & Soruc, A. (2020). Individual DIfferences in Language Learning: A Complex Systems Theory Perspective. Palgrave Macmillan.
Additional readings supplied by instructor
Major Assignments:
Weekly Reflection Papers
Midterm Exam
Class Presentation on a selected individual difference
Final Paper on selected individual difference
Principles of Second Language Acquisition II
This course will focus on the specialized domain of Instructed Second Language Acquisition, which focuses on how learning of second languages takes place under direct instruction, generally in classroom settings. The course will begin with an overview of general issues in learning theory. From there, the course will look specifically at how instruction impacts the process of different aspects of language acquisition, with an emphasis on how instruction can be organized to support the greatest positive impact on learners’ progress. Students will design lessons for classroom use that will be implemented, and will reflect on the process and outcomes of the design project.
Course Text(s):
Willingham, D. T. (2021). Why Don’t Students Like School? (2nd Ed.). Jossey-Bass.
Loewen, S. (2020). Introduction to Instructed Second Language Acquisition (2nd Ed.). Routledge.
Additional readings supplied by instructor
Major Assignments:
Weekly Reflection Papers
Midterm Exam
Lesson Plans
Final Paper on Lesson Plan Project
This course will focus on the specialized domain of Instructed Second Language Acquisition, which focuses on how learning of second languages takes place under direct instruction, generally in classroom settings. The course will begin with an overview of general issues in learning theory. From there, the course will look specifically at how instruction impacts the process of different aspects of language acquisition, with an emphasis on how instruction can be organized to support the greatest positive impact on learners’ progress. Students will design lessons for classroom use that will be implemented, and will reflect on the process and outcomes of the design project.
Course Text(s):
Willingham, D. T. (2021). Why Don’t Students Like School? (2nd Ed.). Jossey-Bass.
Loewen, S. (2020). Introduction to Instructed Second Language Acquisition (2nd Ed.). Routledge.
Additional readings supplied by instructor
Major Assignments:
Weekly Reflection Papers
Midterm Exam
Lesson Plans
Final Paper on Lesson Plan Project
Research Proposal Writing in the Social Sciences
The Research in TESOL I course provides students with the opportunity to discuss ideas for research projects, develop research questions, review literature relevant to their research topic, and develop a research proposal for their independent research project (thesis). The proposal will include a statement of research questions, extensive literature review, and research methodology to be employed. At the completion of the Research in TESOL I course, students should be well prepared to commence their research projects under supervision during the Research in TESOL II course.
Course Text(s):
Supplementary materials will be provided by the instructor.
Students should also make use of:
Brown, J. D. and Rodgers, T. S. (2003). Doing Second Language Research. New York: Oxford University Press.
Major Assignments:
Mid-term Exam
Discussion Paper 15-20 pp. (Referenced - APA Style, addressing questions related to background / introduction)
Discussion Paper 25-30 pp. (Referenced - APA Style, addressing questions related to the literature review / methodology)
Preparation of weekly discussion questions
Final Research Proposal
The Research in TESOL I course provides students with the opportunity to discuss ideas for research projects, develop research questions, review literature relevant to their research topic, and develop a research proposal for their independent research project (thesis). The proposal will include a statement of research questions, extensive literature review, and research methodology to be employed. At the completion of the Research in TESOL I course, students should be well prepared to commence their research projects under supervision during the Research in TESOL II course.
Course Text(s):
Supplementary materials will be provided by the instructor.
Students should also make use of:
Brown, J. D. and Rodgers, T. S. (2003). Doing Second Language Research. New York: Oxford University Press.
Major Assignments:
Mid-term Exam
Discussion Paper 15-20 pp. (Referenced - APA Style, addressing questions related to background / introduction)
Discussion Paper 25-30 pp. (Referenced - APA Style, addressing questions related to the literature review / methodology)
Preparation of weekly discussion questions
Final Research Proposal
Second Language Teaching Methodology I
This course aims at enabling participants to become aware of the relationship between theory and practice in English language teaching. Topics to be investigated include the major theories of second language learning, current approaches/methods of teaching English language and important principles when specifically teaching listening and speaking. In addition to reading on the topic areas and participating in classroom discussions, participants will write three reflection papers. Participants will prepare and make a presentation on one approach/method or related research paper to the class. Participants will also be asked to consider how they can apply the concepts and approaches practically to the EFL classroom through producing a lesson plan for developing listening or speaking skills based on a coursebook extract.
Course Text(s):
Brown, H.D., & Lee, H. K. (2014). Teaching by Principles: An Interactive approach to Language Pedagogy (4th ed.), White Plains, NY: Pearson Education (Pearson Longman)
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
Nation, I.S.P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York: Routledge, Taylor & Francis.
Willis, D., & Willis, J. (2007). Doing Task-based Teaching. Oxford: Oxford University Press.
Major Assignments:
Presentation on content to other students
Reflection Papers (3)
Lesson plan for micro-teaching and written reflection afterwards
This course aims at enabling participants to become aware of the relationship between theory and practice in English language teaching. Topics to be investigated include the major theories of second language learning, current approaches/methods of teaching English language and important principles when specifically teaching listening and speaking. In addition to reading on the topic areas and participating in classroom discussions, participants will write three reflection papers. Participants will prepare and make a presentation on one approach/method or related research paper to the class. Participants will also be asked to consider how they can apply the concepts and approaches practically to the EFL classroom through producing a lesson plan for developing listening or speaking skills based on a coursebook extract.
Course Text(s):
Brown, H.D., & Lee, H. K. (2014). Teaching by Principles: An Interactive approach to Language Pedagogy (4th ed.), White Plains, NY: Pearson Education (Pearson Longman)
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.
Nation, I.S.P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York: Routledge, Taylor & Francis.
Willis, D., & Willis, J. (2007). Doing Task-based Teaching. Oxford: Oxford University Press.
Major Assignments:
Presentation on content to other students
Reflection Papers (3)
Lesson plan for micro-teaching and written reflection afterwards
Second Language Teaching Methodology II
This course examines the theories and practices used when teaching vocabulary, grammar, reading and writing. The focus is on both theoretical and practical issues, to prepare students to become professional language educators. In addition to reading on the topic areas and participating in classroom discussions, participants will write three reflection papers. Participants will prepare and make a presentation on one topic or related research paper to the class. Participants will also be asked to consider how they can apply the concepts and approaches practically to the EFL classroom through producing a lesson plan for developing learners’ vocabulary or grammar, or specific skills in reading or writing, based on a coursebook extract.
Course Text(s):
Brown, H. D. (2015). Teaching by principles (4th ed.). White Plains, NY: Pearson Education.
Nation, P. (2008). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle Cengage Learning.
Nation, P. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge, Taylor & Francis.
Major Assignments:
Presentation on content to other students
Reflection Papers (3)
Lesson plan for micro-teaching and written reflection afterwards
This course examines the theories and practices used when teaching vocabulary, grammar, reading and writing. The focus is on both theoretical and practical issues, to prepare students to become professional language educators. In addition to reading on the topic areas and participating in classroom discussions, participants will write three reflection papers. Participants will prepare and make a presentation on one topic or related research paper to the class. Participants will also be asked to consider how they can apply the concepts and approaches practically to the EFL classroom through producing a lesson plan for developing learners’ vocabulary or grammar, or specific skills in reading or writing, based on a coursebook extract.
Course Text(s):
Brown, H. D. (2015). Teaching by principles (4th ed.). White Plains, NY: Pearson Education.
Nation, P. (2008). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle Cengage Learning.
Nation, P. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge, Taylor & Francis.
Major Assignments:
Presentation on content to other students
Reflection Papers (3)
Lesson plan for micro-teaching and written reflection afterwards
Sociolinguistics and Education
The course provides an introduction to the study of language as a social process and practice. Topics will include research themes and methods in the field of sociolinguistics, language policy and planning, linguistic imperialism and hegemony, language as social practice, discourse, World Englishes, gender and language, the politics and economics of the spread of English, and sociolinguistics and language education. Students will read about and discuss numerous examples of these topics as described in historical documents, research, and reports of current events. At the completion of the course, the students will have a greater understanding and appreciation of the social nature of language use, language education, and language policy, and how these factors will affect them as language educators and their students as language learners in each unique social context.
Course Text(s):
Trudgill, P. (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin.
Major Assignments:
Final Paper 10+ pp. (Referenced - APA Style)
Mid-term exam (Take home)
Discussion Paper 3-5 pp. (Referenced - APA Style)
Preparation of weekly discussion questions
Article presentations
The course provides an introduction to the study of language as a social process and practice. Topics will include research themes and methods in the field of sociolinguistics, language policy and planning, linguistic imperialism and hegemony, language as social practice, discourse, World Englishes, gender and language, the politics and economics of the spread of English, and sociolinguistics and language education. Students will read about and discuss numerous examples of these topics as described in historical documents, research, and reports of current events. At the completion of the course, the students will have a greater understanding and appreciation of the social nature of language use, language education, and language policy, and how these factors will affect them as language educators and their students as language learners in each unique social context.
Course Text(s):
Trudgill, P. (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin.
Major Assignments:
Final Paper 10+ pp. (Referenced - APA Style)
Mid-term exam (Take home)
Discussion Paper 3-5 pp. (Referenced - APA Style)
Preparation of weekly discussion questions
Article presentations
Syllabus and Curriculum Design
This course in English as a Foreign Language (EFL) syllabus and curriculum design will include a survey of key factors which influence the development of language learning curricula / programs in different learning contexts, including learner profiles, needs assessment, aims and objectives, selection of content, sequencing, selection of methodology, and assessment and reporting. In addition, students will learn how these factors also affect the design, implementation and evaluation of larger, integrated TESOL programs. Students will choose a topic / curricular focus in order to design a course / program through to the implementation stage utilizing the knowledge / skills gained throughout the semester.
Course Text(s):
Graves, K. (2000). Designing Language Courses - A Guide for Teachers. Boston: Heinle & Heinle Publishers
Major Assignments:
Mid-term Exam
Discussion Papers 3-5 pp.
Preparation of weekly discussion questions
Syllabus / curriculum design project
This course in English as a Foreign Language (EFL) syllabus and curriculum design will include a survey of key factors which influence the development of language learning curricula / programs in different learning contexts, including learner profiles, needs assessment, aims and objectives, selection of content, sequencing, selection of methodology, and assessment and reporting. In addition, students will learn how these factors also affect the design, implementation and evaluation of larger, integrated TESOL programs. Students will choose a topic / curricular focus in order to design a course / program through to the implementation stage utilizing the knowledge / skills gained throughout the semester.
Course Text(s):
Graves, K. (2000). Designing Language Courses - A Guide for Teachers. Boston: Heinle & Heinle Publishers
Major Assignments:
Mid-term Exam
Discussion Papers 3-5 pp.
Preparation of weekly discussion questions
Syllabus / curriculum design project
Core Required Courses – Practicum in TESOL
Practicum in TESOL I
The Practicum in TESOL I course provides support for students as they complete the Practicum in TESOL II course and begin to develop their own identities as professional language teachers.
In Practicum in TESOL I, students will be asked to reflect on their own teaching philosophy and how they see themselves in relation to the learners and the curriculum. A main focus of the course will be on the process of working effectively with a cooperating teacher in the practicum. In addition, students will be introduced to observation procedures (both observing and being observed), teaching techniques, ethical and political issues in teaching, lesson planning skills, motivational strategies for students, and classroom management techniques which can be practically applied in their own teaching contexts. Students will also have the opportunity to share their experiences during their teaching practicum with other students and the instructor in order to discover innovative approaches to instruction, receive advice on overcoming challenges, and gain insights in how to improve their overall teaching performance.
Course Text(s):
Richards, J. C., & Farrell, T. S. C. (2011). Practice Teaching: A Reflective Approach. Cambridge University Press
Additional readings supplied by the instructor
Major Assignments:
Weekly reflective journal
Observation reports
Leading class discussion
Final Position Paper
The Practicum in TESOL I course provides support for students as they complete the Practicum in TESOL II course and begin to develop their own identities as professional language teachers.
In Practicum in TESOL I, students will be asked to reflect on their own teaching philosophy and how they see themselves in relation to the learners and the curriculum. A main focus of the course will be on the process of working effectively with a cooperating teacher in the practicum. In addition, students will be introduced to observation procedures (both observing and being observed), teaching techniques, ethical and political issues in teaching, lesson planning skills, motivational strategies for students, and classroom management techniques which can be practically applied in their own teaching contexts. Students will also have the opportunity to share their experiences during their teaching practicum with other students and the instructor in order to discover innovative approaches to instruction, receive advice on overcoming challenges, and gain insights in how to improve their overall teaching performance.
Course Text(s):
Richards, J. C., & Farrell, T. S. C. (2011). Practice Teaching: A Reflective Approach. Cambridge University Press
Additional readings supplied by the instructor
Major Assignments:
Weekly reflective journal
Observation reports
Leading class discussion
Final Position Paper
Practicum in TESOL II
In Practicum TESOL II, throughout a 15-week semester, students will have the opportunity to initially observe (Phase 1), then co-teach (Phase 2), and finally be responsible for teaching (Phase 3) a 4-skills course that meets for two 90-minute periods per week. Students will be supervised and receive weekly feedback from assigned language educators / supervisors and develop content / level appropriate activities / lesson plans, and evaluation criteria for the course. The practical hands-on experience will help students to develop their teaching skills. It is expected students reflect upon the previous coursework taken in the program to integrate theoretical knowledge into the class lessons. Additionally students are expected to reflect on their teaching practice and offer suggestions for development. By the end of the course, students will be ready to join the teaching community.
Course Text(s):
Milner, M. (2015). World English 1 Course Book Second Edition. Boston, MA: Heinle, Cengage Learning
Major Assignments:
Major Assignments:
Reflection Paper
Lesson Plans
In-class teaching
In Practicum TESOL II, throughout a 15-week semester, students will have the opportunity to initially observe (Phase 1), then co-teach (Phase 2), and finally be responsible for teaching (Phase 3) a 4-skills course that meets for two 90-minute periods per week. Students will be supervised and receive weekly feedback from assigned language educators / supervisors and develop content / level appropriate activities / lesson plans, and evaluation criteria for the course. The practical hands-on experience will help students to develop their teaching skills. It is expected students reflect upon the previous coursework taken in the program to integrate theoretical knowledge into the class lessons. Additionally students are expected to reflect on their teaching practice and offer suggestions for development. By the end of the course, students will be ready to join the teaching community.
Course Text(s):
Milner, M. (2015). World English 1 Course Book Second Edition. Boston, MA: Heinle, Cengage Learning
Major Assignments:
Major Assignments:
Reflection Paper
Lesson Plans
In-class teaching
Core Required Courses – Research Supervision
Research in TESOL
The Research in TESOL course builds on the research proposal developed in the Research Proposal Writing in the Social Sciences course. Students will be supervised as they conduct their research and write their final research thesis during the course of the semester. Students will be guided through the writing of each section of the research thesis, including the introduction, literature review, methodology, discussion, recommendations, and conclusion. Supervisors will also assist as obstacles or challenges to the research process emerge. At the completion of the course, students will have completed their research projects and the writing of their final thesis.
The completed research project will be presented in final written and presentation formats.
Course Text(s):
Brown, J. D. and Rodgers, T. S. (2003). Doing Second Language Research. New York: Oxford University Press.
Rudestam, K. E., and Newton, R. R. (2007). Surviving Your Dissertation: A Comprehensive Guide to Content and Process, Third Edition. Thousand Oaks, CA: Sage Publications, Inc.
Major Assignments:
Final Research Paper
Continuous assessment of data analysis
The Research in TESOL course builds on the research proposal developed in the Research Proposal Writing in the Social Sciences course. Students will be supervised as they conduct their research and write their final research thesis during the course of the semester. Students will be guided through the writing of each section of the research thesis, including the introduction, literature review, methodology, discussion, recommendations, and conclusion. Supervisors will also assist as obstacles or challenges to the research process emerge. At the completion of the course, students will have completed their research projects and the writing of their final thesis.
The completed research project will be presented in final written and presentation formats.
Course Text(s):
Brown, J. D. and Rodgers, T. S. (2003). Doing Second Language Research. New York: Oxford University Press.
Rudestam, K. E., and Newton, R. R. (2007). Surviving Your Dissertation: A Comprehensive Guide to Content and Process, Third Edition. Thousand Oaks, CA: Sage Publications, Inc.
Major Assignments:
Final Research Paper
Continuous assessment of data analysis
Teaching and Learning Project in TESOL
The Teaching and Learning Project in TESOL course provides support and guidance for students during the completion of their thesis project. Each project demonstrates the student's understanding of and ability to communicate the theoretical, pedagogical, cultural and linguistic aspects of an issue related to curriculum development in TESOL. Project supervisors will serve as facilitators and assist though providing guidance and recommendations as students investigate their topics, develop their ideas, overcome obstacles and challenges, and present their curricula and / or solutions.
The process through which students will complete their projects includes the following components: 1) a discussion of historical background and relevant literature and research, 2) needs and situational analyses, 3) criteria for developing the course materials, 4) a course syllabus and associated lesson plans, materials and activities comprising 45 hours of instruction, 5) course, curricular or program evaluation, 6) and recommendations for implementation of the course design.
The completed teaching and learning project will be presented in final written and presentation formats.
Course Text(s):
Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Major Assignments:
Discussion Paper (3)
Teaching Learning Project in TESOL Portfolio with Presentation
The Teaching and Learning Project in TESOL course provides support and guidance for students during the completion of their thesis project. Each project demonstrates the student's understanding of and ability to communicate the theoretical, pedagogical, cultural and linguistic aspects of an issue related to curriculum development in TESOL. Project supervisors will serve as facilitators and assist though providing guidance and recommendations as students investigate their topics, develop their ideas, overcome obstacles and challenges, and present their curricula and / or solutions.
The process through which students will complete their projects includes the following components: 1) a discussion of historical background and relevant literature and research, 2) needs and situational analyses, 3) criteria for developing the course materials, 4) a course syllabus and associated lesson plans, materials and activities comprising 45 hours of instruction, 5) course, curricular or program evaluation, 6) and recommendations for implementation of the course design.
The completed teaching and learning project will be presented in final written and presentation formats.
Course Text(s):
Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Major Assignments:
Discussion Paper (3)
Teaching Learning Project in TESOL Portfolio with Presentation
Core Elective Courses
All ILE students are required to complete three of four of these Core Elective courses. These courses are offered only once per academic year
Language and Culture in EFL Education
This course will focus on the study of culture and its influence on forms of communication and language expression as well as the bi / multicultural nature of the EFL learning context. As language learning and cultural learning both involve cognitive and embodied processes, students will be expected to connect the content to their own experiences. The course will begin by students learning who they are as cultural beings and progress to learning how this impacts choices made in curriculum design, and in the classroom as well as how these choices may impact their students. Topics will include critical analysis of the inextricable nature of culture and language in the learning and teaching processes. Emphasis will be placed on developing an understanding of the contradictions and challenges in the language learning process, as well as utilizing strategies for achieving success in the EFL classroom. Through extensive reading and critical discussion of a number of issues dealing with topics related to culture and its role in the language learning process, students will develop an ability in their own English language and critical thinking skills to compete on par with other students in an English-medium academic environment. In addition to the core textbook, students will be provided with relevant readings to serve as a springboard for critical analysis, writing, discussion, debate, and presentation.
Course Text(s):
Abrams, Z.I. (2020.). Intercultural Communication and Language Pedagogy: From Theory to Practice. Cambridge University Press.
Major Assignments:
Final Paper with Presentation
Discussion Papers 3-5 pp.
Article-Based Group Discussion (Discussion Leader + Participant)
Reflective Learning Journals
Preparation of weekly discussion questions
This course will focus on the study of culture and its influence on forms of communication and language expression as well as the bi / multicultural nature of the EFL learning context. As language learning and cultural learning both involve cognitive and embodied processes, students will be expected to connect the content to their own experiences. The course will begin by students learning who they are as cultural beings and progress to learning how this impacts choices made in curriculum design, and in the classroom as well as how these choices may impact their students. Topics will include critical analysis of the inextricable nature of culture and language in the learning and teaching processes. Emphasis will be placed on developing an understanding of the contradictions and challenges in the language learning process, as well as utilizing strategies for achieving success in the EFL classroom. Through extensive reading and critical discussion of a number of issues dealing with topics related to culture and its role in the language learning process, students will develop an ability in their own English language and critical thinking skills to compete on par with other students in an English-medium academic environment. In addition to the core textbook, students will be provided with relevant readings to serve as a springboard for critical analysis, writing, discussion, debate, and presentation.
Course Text(s):
Abrams, Z.I. (2020.). Intercultural Communication and Language Pedagogy: From Theory to Practice. Cambridge University Press.
Major Assignments:
Final Paper with Presentation
Discussion Papers 3-5 pp.
Article-Based Group Discussion (Discussion Leader + Participant)
Reflective Learning Journals
Preparation of weekly discussion questions
Pedagogical English Grammar
This course aims to allow students to understand English grammar and to learn methodologies to teach it. The focus will be on developing an in-depth understanding of grammatical structures and their function in communication and on increasing the awareness of what to be taught and learned about English grammar more effectively in the ESL/EFL classroom. Learning grammar will lead us to recognize that it is not only learning the rules for constructing sentences out of words but also it can help us understand which words and grammar forms are used, what the expressions with them mean and why. The more we know about grammar and how it works, the more conscious we can become of where learners find difficulty, how learners' attention should be focused on distinctive features and how they reach the level of having effective communication. To accomplish the aims of this course, various topics and activities will be covered in the 15 weeks. The topics will help students recognize difficult issues, and deepen their understanding of grammar so that their pedagogical techniques will develop and improve. Students will present ideas on pedagogical approaches, so that the class members can compare and share teaching techniques.
Course Text(s):
Celce-Murcia, M. and Larsen-Freeman, D. (1999). The Grammar Book. 2nd ed. Boston: Heinle and Heinle.
Major Assignments:
Mid-term Exam
Final Exam
Papers
Grammar analysis worksheets
Communicative grammar lesson activities
This course aims to allow students to understand English grammar and to learn methodologies to teach it. The focus will be on developing an in-depth understanding of grammatical structures and their function in communication and on increasing the awareness of what to be taught and learned about English grammar more effectively in the ESL/EFL classroom. Learning grammar will lead us to recognize that it is not only learning the rules for constructing sentences out of words but also it can help us understand which words and grammar forms are used, what the expressions with them mean and why. The more we know about grammar and how it works, the more conscious we can become of where learners find difficulty, how learners' attention should be focused on distinctive features and how they reach the level of having effective communication. To accomplish the aims of this course, various topics and activities will be covered in the 15 weeks. The topics will help students recognize difficult issues, and deepen their understanding of grammar so that their pedagogical techniques will develop and improve. Students will present ideas on pedagogical approaches, so that the class members can compare and share teaching techniques.
Course Text(s):
Celce-Murcia, M. and Larsen-Freeman, D. (1999). The Grammar Book. 2nd ed. Boston: Heinle and Heinle.
Major Assignments:
Mid-term Exam
Final Exam
Papers
Grammar analysis worksheets
Communicative grammar lesson activities
Research Methods in Second Language Education
This is a survey course of qualitative/interpretive and quantitative/empirical research models, including the theory, design, methods, strengths and limitations, and possible applications of each. Students will become familiar with current published research in the field of TESOL, identify and clarify educational research problems, and develop and discuss research designs. In addition, the course will use research projects to go over the basic research methods, so students can gain experience with the step-by-step process. The course will utilize Brown’s Mixed Methods Research for TESOL, but I also recommend Creswell's Research Design to provide an overview of the types of research in the field, especially the theoretical positions. Students will also examine language related models such as classroom-action research.
Course Text(s):
Brown, James Dean (2014). Mixed Methods Research for TESOL (Edinburgh Textbooks in TESOL)
Major Assignments:
Mid-term Exam
Final Exam
Paper
Quantitative Project
Qualitative Project
Presentations
This is a survey course of qualitative/interpretive and quantitative/empirical research models, including the theory, design, methods, strengths and limitations, and possible applications of each. Students will become familiar with current published research in the field of TESOL, identify and clarify educational research problems, and develop and discuss research designs. In addition, the course will use research projects to go over the basic research methods, so students can gain experience with the step-by-step process. The course will utilize Brown’s Mixed Methods Research for TESOL, but I also recommend Creswell's Research Design to provide an overview of the types of research in the field, especially the theoretical positions. Students will also examine language related models such as classroom-action research.
Course Text(s):
Brown, James Dean (2014). Mixed Methods Research for TESOL (Edinburgh Textbooks in TESOL)
Major Assignments:
Mid-term Exam
Final Exam
Paper
Quantitative Project
Qualitative Project
Presentations
Study of Communication
This course introduces students to fundamental concepts in linguistic pragmatics, including speech acts, conversational implicature, and language socialization, and examines their relevance to intercultural communication and second language acquisition. The course will focus on practical issues in helping second language learners develop pragmatic awareness and pragmatic competence in a second language.This will involve locating and adapting or creating effective teaching materials and designing lesson plans to make use of them. Students will work in cooperation with classroom teachers to develop lessons to be used with their students and will receive feedback from teachers and students in this process. A final goal of the course is for students to produce a collection of materials and plans for teaching pragmatics that all can share and make use of in the future.
Course Text(s):
Ishihara, N., & Cohen, A. (2021). Teaching and Learning Pragmatics: Where Language and Culture Meet (2nd ed.). Routledge.
Additional readings supplied by instructor
Major Assignments:
Development of a portfolio of materials and lesson plans for teaching pragmatic awareness and pragmatic competence
Develop a lesson plan in cooperation with a teacher for a specific course
Two oral presentations
This course introduces students to fundamental concepts in linguistic pragmatics, including speech acts, conversational implicature, and language socialization, and examines their relevance to intercultural communication and second language acquisition. The course will focus on practical issues in helping second language learners develop pragmatic awareness and pragmatic competence in a second language.This will involve locating and adapting or creating effective teaching materials and designing lesson plans to make use of them. Students will work in cooperation with classroom teachers to develop lessons to be used with their students and will receive feedback from teachers and students in this process. A final goal of the course is for students to produce a collection of materials and plans for teaching pragmatics that all can share and make use of in the future.
Course Text(s):
Ishihara, N., & Cohen, A. (2021). Teaching and Learning Pragmatics: Where Language and Culture Meet (2nd ed.). Routledge.
Additional readings supplied by instructor
Major Assignments:
Development of a portfolio of materials and lesson plans for teaching pragmatic awareness and pragmatic competence
Develop a lesson plan in cooperation with a teacher for a specific course
Two oral presentations
Specialization Elective Courses
All ILE students are required to complete three of seven of Specialization Elective courses.
Educational Philosophy
This is an elective course for graduate students in the ILE TESOL program. Philosophy of education explores the purposes of education in general, including questions about who should be educated, what should be included in an education, under what conditions education should take place, and how education should be realized. Pursuing these topics leads to consideration of the roles of teachers, students, and other stakeholders in education; the nature of curriculum for education; and the purpose of education in society.
This course will focus on exploring the various possible purposes for education and their implications in regard to the questions raised above. The first half of the class will make use of an inquiry-based model framed around "What if..." questions about different possible purposes of education. The second half of the class will focus more specifically on recent thought about philosophy of education, and will include material about Asian approaches to educational philosophy. Students will be expected to lead and participate in discussions of different approaches to education. Discussion leaders will be expected to prepare beyond the text to engage other students in their topic. The ultimate goal of this class is to have students consider what their personal philosophy of education is, and how that could be realized if they were to design their own school.
Course Text(s):
Nicholson, D. W. (2016). Philosophy of Education in Action: An Inquiry-Based Approach. Routledge.
Additional readings supplied by instructor
This is an elective course for graduate students in the ILE TESOL program. Philosophy of education explores the purposes of education in general, including questions about who should be educated, what should be included in an education, under what conditions education should take place, and how education should be realized. Pursuing these topics leads to consideration of the roles of teachers, students, and other stakeholders in education; the nature of curriculum for education; and the purpose of education in society.
This course will focus on exploring the various possible purposes for education and their implications in regard to the questions raised above. The first half of the class will make use of an inquiry-based model framed around "What if..." questions about different possible purposes of education. The second half of the class will focus more specifically on recent thought about philosophy of education, and will include material about Asian approaches to educational philosophy. Students will be expected to lead and participate in discussions of different approaches to education. Discussion leaders will be expected to prepare beyond the text to engage other students in their topic. The ultimate goal of this class is to have students consider what their personal philosophy of education is, and how that could be realized if they were to design their own school.
Course Text(s):
Nicholson, D. W. (2016). Philosophy of Education in Action: An Inquiry-Based Approach. Routledge.
Additional readings supplied by instructor
English for Academic/Professional Purposes (EAP/ESP)
This course provides an overview of issues related to English for Academic / Specific Purposes (EAP / ESP), including the history of EAP / ESP, content selection, syllabus / curriculum design, materials development, language and study skills development, needs analysis, teaching methodology and evaluation. Students will examine and critique EAP / ESP activities and courses, based on the knowledge gained throughout the course as well as through their reflection as language learners in academic / special settings. Students will also utilize the skills acquired throughout the course in order to develop original and authentic examples of EAP / ESP activities and courses. At the conclusion of the course, students are expected to be well equipped to develop, implement, evaluate and instruct EAP / ESP courses.
Course Text(s):
Hyland, K. (2006) English for academic purposes: an advanced resource book. Abingdon, UK: Routledge.
Major Assignments:
Practice Teaching Plan and Report
Midterm Paper
Presentation on Chapter Summaries (3)
This course provides an overview of issues related to English for Academic / Specific Purposes (EAP / ESP), including the history of EAP / ESP, content selection, syllabus / curriculum design, materials development, language and study skills development, needs analysis, teaching methodology and evaluation. Students will examine and critique EAP / ESP activities and courses, based on the knowledge gained throughout the course as well as through their reflection as language learners in academic / special settings. Students will also utilize the skills acquired throughout the course in order to develop original and authentic examples of EAP / ESP activities and courses. At the conclusion of the course, students are expected to be well equipped to develop, implement, evaluate and instruct EAP / ESP courses.
Course Text(s):
Hyland, K. (2006) English for academic purposes: an advanced resource book. Abingdon, UK: Routledge.
Major Assignments:
Practice Teaching Plan and Report
Midterm Paper
Presentation on Chapter Summaries (3)
English for Secondary Education
This course provides an overview of issues and practices related to English in secondary school, including motivation of learners, classroom management, reviewing current texts used at the secondary level, and development, adaptation, and integration of materials in the specific skills of language teaching. Students will develop practical experience in creating and adapting materials at different levels taught in secondary schools, based on the knowledge gained throughout the course as well as through their reflection as language learners. At the conclusion of the course, students are expected to be able to adapt and create teaching materials as well as develop a framework for a personal philosophy for teaching in secondary schools.
Course Text(s):
Tomlinson, B. (2014). Developing Materials for Language Teaching. (Second Edition) London: Bloomsbury Academic.
Major Assignments:
Textbook Assessment Tool
Textbook Analysis Report
Final Reflection Paper
This course provides an overview of issues and practices related to English in secondary school, including motivation of learners, classroom management, reviewing current texts used at the secondary level, and development, adaptation, and integration of materials in the specific skills of language teaching. Students will develop practical experience in creating and adapting materials at different levels taught in secondary schools, based on the knowledge gained throughout the course as well as through their reflection as language learners. At the conclusion of the course, students are expected to be able to adapt and create teaching materials as well as develop a framework for a personal philosophy for teaching in secondary schools.
Course Text(s):
Tomlinson, B. (2014). Developing Materials for Language Teaching. (Second Edition) London: Bloomsbury Academic.
Major Assignments:
Textbook Assessment Tool
Textbook Analysis Report
Final Reflection Paper
Language Testing and Assessment
This course in Language Testing and Assessment will critically examine key issues associated with evaluation and testing in foreign / second language contexts with the aim of acquainting course participants with an understanding of both the theory and practice of language testing. Topics to be covered include the principles of language testing; the functions and categories of tests; the notion and effect of backwash; test construction and validation; the testing of key language skills; communicative language testing; recent research in language testing and learner self-evaluation. Teaching will take the form of short lectures, seminars, case studies and test design tasks. Students will be expected to read extensively. Students will choose a skills focus area in order to design and validate a testing instrument through to the implementation stage utilizing the knowledge / skills gained throughout the semester.
Course Text(s):
Brown, H. & Abewickrama, P. (2010). Language Assessment: principles and classroom practices. New York: Pearson, Longman
Major Assignments:
Final Test Design Project
Midterm Exam
Discussion Paper (2)
This course in Language Testing and Assessment will critically examine key issues associated with evaluation and testing in foreign / second language contexts with the aim of acquainting course participants with an understanding of both the theory and practice of language testing. Topics to be covered include the principles of language testing; the functions and categories of tests; the notion and effect of backwash; test construction and validation; the testing of key language skills; communicative language testing; recent research in language testing and learner self-evaluation. Teaching will take the form of short lectures, seminars, case studies and test design tasks. Students will be expected to read extensively. Students will choose a skills focus area in order to design and validate a testing instrument through to the implementation stage utilizing the knowledge / skills gained throughout the semester.
Course Text(s):
Brown, H. & Abewickrama, P. (2010). Language Assessment: principles and classroom practices. New York: Pearson, Longman
Major Assignments:
Final Test Design Project
Midterm Exam
Discussion Paper (2)
Pedagogical Pronunciation
This course is designed to give students a basic historical foundation into pronunciation pedagogy as well as the advancements of research in the area of teaching pronunciation. The course will also offer an overview of the sound system of English and examine how these sounds are produced followed by a closer exploration of the segmental and suprasegmental aspects of the English language. The course also includes an introduction to a variety of methods and techniques to effectively teach pronunciation. Finally, the course will investigate the ways in which pronunciation interacts with other areas of language, such as listening and spelling. Emphasis will be placed on developing practical knowledge of the sound system and using that knowledge to create materials to support students in multi-skill classes and/or dedicated classes at any level
Course Text(s):
Celce-Murcia, M., Brinton, D., Goodwin, J. with Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). New York: Cambridge University Press.
Major Assignments:
Practice Portfolio
Language Analysis Report
Activities for Resolution of Errors
This course is designed to give students a basic historical foundation into pronunciation pedagogy as well as the advancements of research in the area of teaching pronunciation. The course will also offer an overview of the sound system of English and examine how these sounds are produced followed by a closer exploration of the segmental and suprasegmental aspects of the English language. The course also includes an introduction to a variety of methods and techniques to effectively teach pronunciation. Finally, the course will investigate the ways in which pronunciation interacts with other areas of language, such as listening and spelling. Emphasis will be placed on developing practical knowledge of the sound system and using that knowledge to create materials to support students in multi-skill classes and/or dedicated classes at any level
Course Text(s):
Celce-Murcia, M., Brinton, D., Goodwin, J. with Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). New York: Cambridge University Press.
Major Assignments:
Practice Portfolio
Language Analysis Report
Activities for Resolution of Errors
Technology and Second Language Education
Advanced skills in digital literacy and use of technology are of particular importance to any training teacher, not just because they are included in the list of essential 21st Century skills to be focused on for learners in education, but as we have seen from the current global situation due to Covid-19, online and computer-based learning has become the norm for many classrooms all over the world, so it’s now essential for any teacher to have a clear understanding of the possibilities, advantages and drawbacks of technology in the teaching and learning environment.
This course aims at enabling participants to critically analyse the many systems and applications technology has made available to teachers and build up their digital toolbox for teaching. After looking at the development of the computer, Internet and digital resources, a framework or criteria for assessing these tools in connection with current methodology will be created by the participants working together. In addition to reading on the topic areas and participating in classroom discussions around key TED talks on technology, participants will write two reflection papers, showing their own understanding of technology and its relationship to second language teaching at the beginning and end of the course. Participants will also prepare and make a number of interactive, hands-on presentations about certain systems, eg Google Classroom, and applications, eg Flipgrid, to the class, clearly showing their advantages and disadvantages. Participants will also be asked to consider how they can apply the key concepts regarding technology combined with current educational approaches practically to the EFL classroom through producing a lesson plan for developing listening, speaking, reading or writing skills through digital technology.
Course Text(s):
Integrating Educational Technology into Teaching (6th ed.). Roblyer, M.D., & Doering, A. H. Essex, U.K.: Pearson Education, (2013).
Brave New Digital Classroom – Technology and foreign language learning. Blake, R.J., & Guillen, G. Washington, DC: Georgetown University Press (2020).
Major Assignments:
Presentation on course content to other students
Reflection Papers (2)
Lesson plan for micro-teaching and written reflection afterwards
Advanced skills in digital literacy and use of technology are of particular importance to any training teacher, not just because they are included in the list of essential 21st Century skills to be focused on for learners in education, but as we have seen from the current global situation due to Covid-19, online and computer-based learning has become the norm for many classrooms all over the world, so it’s now essential for any teacher to have a clear understanding of the possibilities, advantages and drawbacks of technology in the teaching and learning environment.
This course aims at enabling participants to critically analyse the many systems and applications technology has made available to teachers and build up their digital toolbox for teaching. After looking at the development of the computer, Internet and digital resources, a framework or criteria for assessing these tools in connection with current methodology will be created by the participants working together. In addition to reading on the topic areas and participating in classroom discussions around key TED talks on technology, participants will write two reflection papers, showing their own understanding of technology and its relationship to second language teaching at the beginning and end of the course. Participants will also prepare and make a number of interactive, hands-on presentations about certain systems, eg Google Classroom, and applications, eg Flipgrid, to the class, clearly showing their advantages and disadvantages. Participants will also be asked to consider how they can apply the key concepts regarding technology combined with current educational approaches practically to the EFL classroom through producing a lesson plan for developing listening, speaking, reading or writing skills through digital technology.
Course Text(s):
Integrating Educational Technology into Teaching (6th ed.). Roblyer, M.D., & Doering, A. H. Essex, U.K.: Pearson Education, (2013).
Brave New Digital Classroom – Technology and foreign language learning. Blake, R.J., & Guillen, G. Washington, DC: Georgetown University Press (2020).
Major Assignments:
Presentation on course content to other students
Reflection Papers (2)
Lesson plan for micro-teaching and written reflection afterwards
Writing Skills for Graduate Students
This course will support graduate students in developing the research literacy skills necessary for them to successfully complete the course work and final thesis project involved in their graduate studies. The course will cover how to use library databases and other resources to access research materials, effective reading and notetaking skills for academic research, and academic writing skills. The course will include a special focus on the structure and language of written academic genres in order to help students better understand what they are read and be better able to express their ideas in writing. As a final project, students will produce a selective literature review on a topic of their choice with an annotated bibliography of references used in their literature review.
Course Text(s):
Feak, C. B., & Swales, J. M. (2009). Telling a Research Story: Writing a Literature Review. University of Michigan Press.
Additional readings supplied by instructor
Major Assignments:
Weekly homework assignments
Drafts and Revisions of Papers in Supported Course
Selective Literature Review
Annotated Bibliography
This course will support graduate students in developing the research literacy skills necessary for them to successfully complete the course work and final thesis project involved in their graduate studies. The course will cover how to use library databases and other resources to access research materials, effective reading and notetaking skills for academic research, and academic writing skills. The course will include a special focus on the structure and language of written academic genres in order to help students better understand what they are read and be better able to express their ideas in writing. As a final project, students will produce a selective literature review on a topic of their choice with an annotated bibliography of references used in their literature review.
Course Text(s):
Feak, C. B., & Swales, J. M. (2009). Telling a Research Story: Writing a Literature Review. University of Michigan Press.
Additional readings supplied by instructor
Major Assignments:
Weekly homework assignments
Drafts and Revisions of Papers in Supported Course
Selective Literature Review
Annotated Bibliography
Special Topics in International Language Education I, II, III, IV (Teaching Young Learners)
General Description
This course aims at introducing participants to teaching young learners and covers; child development, L1 and L2 learning, L2 skills including listening, speaking, reading and writing, and materials design. In addition to reading on the topic areas and participating in classroom discussions, participants will write three reflection papers. Participants will prepare and make presentations on certain topics to the class. Participants will also be asked to consider how they can apply the concepts and approaches practically to the young learner EFL classroom through producing a lesson plan for children based on a coursebook extract.
Course Text(s):
Teaching Young Language Learners (2nd ed.) Pinter, A. Oxford: Oxford University Press. (2017)
Teaching Young Learners English, From Theory to Practice. Kang Shin, J & Crandall, J. Boston, MA: National Geographic Learning, (2014).
Major Assignments:
Presentation on course content to other students
Reflection Papers (3)
Lesson plan for micro-teaching and written reflection afterwards
General Description
This course aims at introducing participants to teaching young learners and covers; child development, L1 and L2 learning, L2 skills including listening, speaking, reading and writing, and materials design. In addition to reading on the topic areas and participating in classroom discussions, participants will write three reflection papers. Participants will prepare and make presentations on certain topics to the class. Participants will also be asked to consider how they can apply the concepts and approaches practically to the young learner EFL classroom through producing a lesson plan for children based on a coursebook extract.
Course Text(s):
Teaching Young Language Learners (2nd ed.) Pinter, A. Oxford: Oxford University Press. (2017)
Teaching Young Learners English, From Theory to Practice. Kang Shin, J & Crandall, J. Boston, MA: National Geographic Learning, (2014).
Major Assignments:
Presentation on course content to other students
Reflection Papers (3)
Lesson plan for micro-teaching and written reflection afterwards