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GPS 611 - Internship Ethics and Professional Affairs Seminar II This course is a continuation of GPS 610. The seminar is only for students completing their internship. Internship class provides supervision on ethical practice decision making for students doing half-time internships (20 hours per week).
Prerequisites:
GPS 508 must be taken prior to or concurrently with GPS 611 and GPS 610. The course is open to degree students only.
Credits: 3 cr.
When Offered: Spring
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GPS 612 - Marital and Family Therapy This course involves a critical and in-depth examination of theory and empirical research regarding the functioning of marriages and family systems and the practice of couple and family therapy. The course is designed to provide relatively equal emphasis on (1) foundational information about the challenges and rewards of intimate relating and (2) practical information about models of couple and family therapy.
Prerequisites:
GPS 525 & 526
Credits: 3 cr.
When Offered: Fall
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GPS 686 - Independent Study Under special circumstances, when a course is not offered during a given semester, or when there is an irresolvable scheduling conflict, a student may complete some course work on an independent basis. The student must have the approval of a faculty sponsor and the program director. Requests must be completed by the last day of the course change period. The student, with the supervisor, would outline in proposal form the objectives, topics, evaluation mechanisms, and outside source material. The form must be signed by both student and advisor and submitted to the director. The director will then submit it to the Dean of the College for final approval.
Credits: 3 cr.
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GPS 687 - Directed Readings This option provides the student with an opportunity to undertake a study in a specific area not covered in the regular course offerings. The student must have the approval of a faculty sponsor and the program director. Requests must be completed by the last day of the course change period. The student, with the supervisor, would outline in proposal form the objectives, topics, evaluation mechanisms and outside source material. The form must be signed by both student and advisor and submitted to the director. The director will then submit the proposal and the Directed Readings form to the Dean of the College for final approval.
Credits: 3 cr.
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GPS 689 - Research Seminar The seminar supports students as they complete a written research project. It allows students to share their research and receive feedback and supervision on a continuous basis.
Prerequisites:
GPS 510, GPS 511.
Credits: 3 cr.
Miscellaneous Notes:
Students doing a Thesis must register for GPS 690 in the subsequent spring semester.
When Offered: Register in Fall for year-long course.
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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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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: 3 cr.
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GSL 502 - Pedagogical 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: 3 cr.
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GSL 520 - Computer-Assisted Language Learning (Online) Participants learn how to incorporate computer and mobile technology into flipped classroom 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 multimedia and assessment tools. Participants construct an interactive/collaborative portfolio Web space (Wiki) for teaching and learning, 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 courseware.
Credits: 3 cr.
Crosslisted: Crosslisted with GED 565.
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GSL 542 - Introduction to Language Teaching This course provides an overview of the historical development of language teaching, as well as an introduction to the underlying principles that inform classroom practice. The course presents practical aspects of language teaching, such as activity and assessment design, lesson planning, classroom management, and differentiated instruction. Students are engaged in creative and critical reflection as they connect practice to theory, adapt teaching for various contexts and learner populations, and provide feedback to peers during teaching observations. This course entails a mandatory 10-hour practicum component (5 hours of observation and 5 hours of independent teaching).
Credits: 3 cr.
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GSL 543 - Teaching of Oral Skills in ESOL This course addresses theoretical issues related to teaching oral skills in ESOL and includes demonstration and discussion of materials and techniques for teachng the skills of listening, speaking, and pronunciation to all levels and all ages in various environments.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL Licensure and Endorsement. Involves a 20-hour, grades 7-12 practicum.
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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 language learners. The course discusses the basic reading and writing skills that 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: 3 cr.
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GSL 546 - K-12 Literacy for ELL 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 provides opportunities to observe and deliver instruction and assessment in emergent literacy. Partially online.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL 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 teachers of English learners (EL) who plan to teach in U.S. Pre-K-12 classrooms. The course is designed to develop skill and knowledge in two critical elements of teaching culturally and linguistically diverse Pre-K-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 learn about assessing and accommodating learning differences (including giftedness) in the EL student population. The practicum, which includes focused observation in content classrooms, is required for licensure/endorsement purposes and for integration of course material. Partially online.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL Licensure and Endorsement programs. Involves a 20-hour grades K-6 or 7-12 practicum.
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GSL 563 - Content-Based Language 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: 3 cr.
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GSL 600 - Teaching Vocabulary in ESOL This course presents an overview of vocabulary acquisition and examines the principles and procedures of teaching vocabulary in the English language classroom. Topics include explicit and implicit vocabulary learning, approaches 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: 3 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: 3 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.
Credits: 3 cr.
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GSL 606 - Curriculum and Syllabus Design (Online)
This course examines curriculum and syllabus design principles for TESOL programs and applies them to the participants’ current or future teaching contexts. In weekly discussions participants analyze and critique sample documents and develop peer-reviewed elements of a curriculum in stages. These include a program and learner needs assessment, language proficiency assessment, measurable goals and outcomes, a course outline, and a lesson/unit with activities as well as performance-based assessment plans and instruments. Several webinars/chat sessions are part of instruction.
Credits: 3 cr.
Miscellaneous Notes:
Competence in MAC or Windows operating system; a headset/microphone (USB) preferred.
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GSL 608 - Discourse and Error Analysis This course introduces students to the most current literature on discourse and error analysis. While it begins with a discussion of the causes of errors that English learners make at the sentence level, it focuses principally on the study of language use beyond the sentence boundary and on language in use as a process that is socially situated. As such, the main objective of this course is the analysis of linguistic forms with respect to the purposes or functions which these forms are designed to serve in human communication. Students in this course become familiar with a framework to identify, describe and explain sentence and discourse level errors. They also learn how to use the results of their language analysis to better help learners acquire their additional language.
Credits: 3 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. Partially online.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL Licensure and Endorsement programs.
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GSL 620 - Principles of Testing and Assessment in Language Teaching This course introduces students to core principles of language assessment within ESL and EFL contexts. Students develop the abilities to critique and adapt a variety of assessment measures and to design and create their own classroom assessment materials.
Credits: 3 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 English learners: linguistic and cognitive development including phonological development, instructional methods suitable for young learners; the difference between summative and formative assessment; and the principles of assessment-driven language curriculum and instruction, including backward design. Partially online.
Credits: 3 cr.
Miscellaneous Notes:
Required for Pre-K-12 ELL Licensure and Endorsement programs.
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GSL 689 - Special Topics in TESOL Topics and readings vary for this course, centering on issues and best practices in TESOL.
Credits: 3 cr.
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GSL 690 - Research Methods in Applied Linguistics This course surveys common research methodologies employed in the field of Applied Linguistics and supports students as they develop detailed research proposals on topics of their choice.
Credits: 3 cr.
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GSL 691 - Thesis The scope of the thesis may involve either literature-based research or an empirical study. Accordingly, the following skills will be developed: framing an introduction; writing a literature review; designing an appropriate methodology; presenting, analyzing and evaluating the results; and writing a suitable conclusion. Students will follow the required thesis format, including abstract, table of contents, and bibliography. They will defend their thesis before their chosen committee.
Prerequisites:
GSL 506, 690
Credits: 3 cr.
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