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GPS 690 - Thesis The Thesis is an empirical study of a particular hypothesis in the field of clinical psychology conducted up to the standards of the profession and contributing to the empirical knowledge base of professional psychology. It may be quantitative or qualitative in method.
Prerequisites:
GPS 689.
Credits: 3 cr.
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GPS 691 - Case Study This course is an in-depth study of a sustained clinical service provided by the student during her/his training. The Case Study may be of an assessment, consultation, psychotherapeutic intervention, therapeutic milieu, or mental health program. The Case Study includes an analysis of the psychological processes and principles operating in the case and a review of similar cases and relevant empirical, theoretical, or philosophical literature.
Prerequisites:
GPS 689.
Credits: 3 cr.
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GSL 500 - Foundations of Linguistics This course provides an overview of topics and issues in language and linguistics. It covers basic concepts and terminology in the major areas of phonology and phonetics, morphology, syntax, semantics, sociolinguistics, pragmatics, psychology of language, and language acquisition.
Credits: 4 cr.
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GSL 502 - English Grammar This course provides an introduction to the study of grammar, with a functional, text-based approach and with special attention to difficult areas for writers of English as a second or foreign language. A comprehensive overview of the structure of English is presented.
Credits: 4 cr.
Miscellaneous Notes:
Required for PreK-12 ESL Licensure. Involves a 20 hour, grades 7-12 practicum.
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GSL 506 - Master’s Seminar This course will introduce students to the discourse community of TESOL in the field of Applied Linguistics, developing the ability to read and write critically about special topics in the field. By the mid-point of the Master’s Seminar, students make the decision to either write a Thesis or complete a Capstone Paper.
Credits: 2 cr.
Miscellaneous Notes:
This course should be taken early in the program.
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GSL 520 - Computer Assisted Language Learning (Online) Participants learn how to incorporate computer technology into lessons that enhance the skills of English language learners (K-12, adult) through project-based activities, including newsletters, animated slide shows, and free Web-based quizzes, rubrics, audio, or video. Participants construct an interactive/collaborative Web space (Web 2.0), review current research, and follow the professional dialogue about technology in the classroom. They discuss the effectiveness of technological media through peer reviews and critical evaluation of Web sites and/or software.
Credits: 4 cr.
Miscellaneous Notes:
Course meets requirements for ESL licensure. Requirements: Competence in the MAC or Windows operating system (WinXP or higher), basic file management, Internet navigation, e-mail, and word-processing. Must be able to store large files (Flash drive, personal Web account). A $90 e-College Lab fee will be charged.
Crosslisted: Cross-listed with GED 565.
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GSL 521 - Classroom Technology for English Language Learners K-12 This practical introduction focuses on the needs of young English learners in public schools. Participants will examine how technology supports language and content learning, increase their knowledge of useful websites and software resources, and learn how to use a variety of appropriate technology, such as computers, projectors, recorders, players, video, etc. Requirement: Familiarity with and after-class access to Windows 2000 and above.
Credits: 2 cr.
Miscellaneous Notes:
Required for PreK-12 ESL Licensure.
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GSL 542 - Theory and Method in Language Teaching This course addresses the most current theories of first and second language acquisition across different age and developmental levels as well as across diverse cultural groupings. Content covers: effects of age, attitude, human learning styles, personality, socio-cultural factors, affective factors, and first language on learning a second language, needs of the learner, the role of the teacher and the application of methodology in developing communicative competence in a second language.
Credits: 4 cr.
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GSL 543 - Teaching of Oral Skills in ESOL Relevant theoretical issues as well as demonstration and discussion of materials and techniques for teaching the skills of listening, speaking, and pronunciation to all levels and all ages in various environments are the foci of this course.
Credits: 4 cr.
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GSL 544 - Teaching Reading and Writing in ESOL The purpose of this course is to develop an understanding of current theories in teaching reading and writing to second-language learners. The course discusses the basic reading and writing skills that second-language learners need, presents a framework of methods and techniques to teach these skills, and suggests curricular assessment techniques for selecting and evaluating instructional strategies and materials.
Credits: 4 cr.
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GSL 546 - K-12 Literacy for ESOL This course explores the following topics: the process of emergent literacy and decoding for younger and older English learners in schools; the difference between first and second-language literacy acquisition; the role of oral language development in reading and writing; assessment of reading levels with narrative and informational text; and planning standards-based literacy lessons and assessments. The practicum will provide opportunities to observe and deliver instruction and assessment in emergent literacy.
Credits: 4 cr.
Miscellaneous Notes:
Required for PreK-12 ESL Licensure and Endorsement programs. Involves a 20 hour grades K-6 practicum.
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GSL 547 - ESOL in the Content Areas This course covers material essential to ESL teachers who plan to teach in U.S. PreK-12 classrooms. The course is designed to develop skill and knowledge in two critical elements of teaching culturally and linguistically diverse PreK-12 classes: 1) differentiating content instruction to accommodate linguistic and cultural diversity, and 2) integrating instruction in Academic English into content lessons. In addition, students will learn about assessing and accommodating learning differences (including giftedness) in the ELL student population. The practicum, which includes focused observation in content classrooms, is required for licensure/endorsement purposes and for integration of course material.
Credits: 4 cr.
Miscellaneous Notes:
Required for PreK-12 ESL Licensure and Endorsement programs. Involves a 20 hour grades 7-12 practicum.
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GSL 563 - Content-Based Instruction and English for Special Purposes Principles and procedures for a content-based approach to teaching English for general, academic, and special purposes are presented. Topics include an overview of CBLI and ESP, text and needs analysis, materials development, and issues of assessment. A practical experience component and a course project apply the procedures of CBLI to developing a unit of classroom instruction.
Credits: 2 cr.
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GSL 564 - Literature in TESOL Utilizing the various literary genres, participants examine and explore creative ways of helping ESL/EFL students understand and interpret literature more effectively in their study of language and exploration of self and others. Special attention is given to interactive and collaborative student-centered learning activities. Offered as a face-to-face and an online course.
Credits: 2 cr.
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GSL 565 - Grammar in the Classroom I This is a practical, hands-on workshop in which a number of important grammar points are examined from the point of view of the classroom teacher. Our cooperative efforts are directed toward the development of appealing and creative contexts and activities for the presentation and practice of these points. Grammar points to be covered are: the simple present, the simple past and future, the perfect tenses, the continuous aspect, negatives, questions, nouns, pronouns, articles, prepositions, and modals.
Credits: 2 cr.
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GSL 575 - Ideas That Work in TESOL This course examines and practices a variety of techniques for teaching language skills, with discussion of the theory behind them. Special attention is paid to the communicative aspect of language acquisition and use through drama techniques, games, role-play, simulation and innovative ways to deal with grammatical structures and other problem areas of English.
Credits: 2 cr.
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GSL 600 - Teaching Vocabulary in ESOL This course presents an overview of lexical semantics and vocabulary acquisition and examines the principles and procedures of teaching vocabulary in the ESL/EFL classroom. Topics include explicit and implicit vocabulary learning, a ‘lexical approach’ to developing language proficiency, and assessment of vocabulary knowledge. A practical experience component and a course project develop both theoretical and practical aspects of the course.
Credits: 2 cr.
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GSL 602 - Intercultural Communication Lectures, readings, case studies, films, and cross-cultural simulation exercises form the basis of discussions on the following topics: theories of communication, culture and perception, stereotyping, prejudice, ethnocentricism, culture shock, and nonverbal communication.
Credits: 2 cr.
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GSL 604 - Second Language Acquisition This course introduces language teachers to the relationship between the acquisition of one’s native language and languages learned after childhood, and to the social constraints on second language acquisition. Contending models of second language acquisition are evaluated, and applications to language instruction are demonstrated with examples from language learners.
Prerequisites:
GSL 500, 502, 542
Credits: 2 cr.
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GSL 606 - Curriculum and Syllabus Design (Online) This course examines curriculum and syllabus planning for TESOL programs with respect to assessing the needs of different learners; setting realistic goals; surveying existing programs; examining the purposes of curriculum and syllabus; and evaluating various syllabus types. Participants relate this information to a particular teaching situation and develop an outline of a curriculum and appropriate syllabi.
Credits: 4 cr.
Miscellaneous Notes:
Requirements: Competence in the MAC or Windows operating system (WinXP or higher), basic file management, Internet navigation, e-mail, and word-processing.
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GSL 608 - Error Analysis and Correction The purpose of this course is two-fold: a) to examine approaches in error/discourse analysis of second language learners’ language; b) to provide an opportunity for participants to analyze text produced by TESOL students and to design instructional materials based on their analysis.
Credits: 2 cr.
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GSL 609 - Discourse Analysis and Application This course will introduce students to the most current literature in discourse analysis application in second language teaching. Students will be introduced to the teaching of language for communications, develop an understanding of language at the discourse level and of the relationships of form and meaning that relate coherently to an external communicative function or purpose and a given audience, and become familiar with the challenges that English learners face in real life settings. Students will also become familiar with a framework to identify, describe and explain discourse level errors, and develop lesson plans based on their analysis of an international student’s writing sample.
Credits: 2 cr.
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GSL 611 - Sociopragmatics This course focuses on sociocultural and pragmatic issues relevant to first and other language acquisition, use, and interpretation. Issues examined include language planning, language and gender, language and power, deixis, speech acts and conversation analysis.
Credits: 2 cr.
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GSL 612 - Bilingualism and Multicultural Education This course explores bilingualism first as a worldwide phenomenon, including its acquisition by children and adults. It then moves to bilingual development in education with special reference to linguistically and culturally diverse English learners in U.S. schools, focusing on the cognitive, political, and socio-cultural issues involved in educating them. Finally, the course addresses such multicultural topics as cross-cultural awareness; how acculturation affects learning; the home cultures of English learners both locally and nationally; and outreach connections with the families and communities of local English learners.
Credits: 3 cr.
Miscellaneous Notes:
Required for PreK-12 ESL Licensure and Endorsement programs.
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GSL 620 - Principles of Testing and Assessment in Language Teaching This course give teachers-in-training a basic understanding of assessment in TESOL. The class sessions include brief input and discussion of weekly topics and review and critique of standardized assessment instruments. Course tasks will include critique and development of test prompts and items, statistical and pedagogical analyses of test information, test review and evaluation, a course project and a final class project presentation.
Credits: 2 cr.
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GSL 621 - Classroom Testing and Assessment This course builds on GSL 620 and prepares teachers-in-training to develop a classroom assessment program for English Language courses. Course topics focus on both principles and procedures for testing and assessment of language skills and systems. Participants will critique and develop language tests, grading schemes and feedback instruments. The course project is to develop an assessment program for a selected group of learners.
Prerequisites:
GSL 620
Credits: 2 cr.
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GSL 655 - Language Learning & Assessment for Children This course introduces ESOL and other content area teachers to the following topics concerning school-age learners: linguistic and cognitive development, instructional methods suitable for young learners; the difference between summative and formative assessment; and the principles of assessment-drive language curriculum an instruction, including backward design.
Credits: 3 cr.
Miscellaneous Notes:
Required for PreK-12 ESL Licensure and Endorsement programs.
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GSL 670 - Independent Research in TESOL Restricted to candidates with sufficient background for self-directed study in a specific area not covered in regular course offerings. The student must have the approval of a faculty supervisor and the Director. The student must then develop a research proposal and complete an Independent Research form, signed by the student and supervisor, and submitted to the Director for final approval.
Credits: 2 cr.
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GSL 685 - Practicum I: Seminar/Observation Students may assist in an ESOL adult class to gain awareness of ELL needs, observe the connection between objectives, activities, and assessment, identify techniques and strategies, create lesson plans, and teach part or whole lessons.
Credits: 2 cr.
Miscellaneous Notes:
Should be taken in the first or second semester.
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GSL 688 - Practicum II: Classroom Teaching Students serve as classroom interns in department programs and a variety of other institutions. Activities include classroom observation, conferences for planning and feedback, and twenty hours of classroom teaching.
Prerequisites:
At least two of GSL 542, 543, and 544; GSL 685.
Credits: 2 cr.
Miscellaneous Notes:
Should be taken in the student’s final semester.
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GSL 689 - Special Seminar in TESOL Readings and discussions on selected topics vary in this course, but they center on current issues, principles, practices, and problems in second language teaching.
Credits: 2 cr.
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GSL 690 - Thesis Research Seminar This course will help students to develop research questions and methodology that are based on research topics of their choice in the field of Applied Linguistics. Students intending to write a MATESOL Thesis will work with their Thesis supervisor during the course to develop a Thesis Research Proposal and a schedule for writing the Thesis in the next semester.
Credits: 2 cr.
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GSL 691 - Thesis The scope of the thesis may range from extensive, literature-based research to an original study. Accordingly, some of all of the following skills will be developed: framing an introduction; writing a literature review; designing an appropriate methodology; presenting, analyzing and evaluating the data; and writing a suitable conclusion. Students will follow the required thesis format, including abstract, table of contents, and bibliography. They will defind their thesis before their chosen committee.
Prerequisites:
GSL 690
Credits: 2 cr.
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GSL 692 - Independent Study: Advanced Practicum Restricted to MATESOL candidates with at least five years full-time or 8 years part-time ESOL teaching experience who have completed the majority of their course work. Students will choose an area in which to develop a classroom related project. They will develop a proposal with a faculty supervisor, which must be approved by the MATESOL Director.
Credits: 4 cr.
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GSL 693 - Independent Study: Overseas/Off-site Student Teaching This course replaces GSL 688: Practicum II. With the assistance of the Practicum Coordinator or relevant advisor, students undertake an assignment in an approved distant institution. Students complete the Independent Study (Overseas/off-site) form and develop a Statement of Purpose to be approved by the faculty advisor, instructor of record, and the MATESOL Director.
Credits: 4 cr.
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GSL 694 - Reflective Portfolio of Peace Corps Experience Under the supervision of a Saint Michael’s faculty member, the student will compile an in-depth reflective study of a selected aspect of his or her experience living and working as Peace Corps volunteer in a developing country. Possible topic areas would include cultural adjustment, language learning, and teaching English to speakers of other languages.
Credits: 4 cr.
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