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TESOL

TESL-560
TESOL Topics (1-3)

Course Level: Undergraduate/Graduate

Topics vary by section, may be repeated for credit with different topic. Topics include teaching pronunciation, the lexical approach to language teaching, learning disabilities in the ELT classroom, EFL methodology, and multilevel/multicultural classrooms. Usually offered every term.

TESL-560
001
TESOL
FALL 2015

Course Level: Undergraduate/Graduate

TESOL Topics (1-3)

Writing and Research in TESOL

This course explores methods and approaches to academic writing and research in the field of TESOL. While students are developing academic writing skills specific to the field of TESOL, they engage with research literature and explore various approaches to conducting classroom research in language education. This course provides an introductory overview to the field of TESOL and lays the foundation for further TESOL courses. MA TESOL students in their first semester in the program are required to take this course.

TESL-560
N02HB
TESOL
SUMMER 2015

Course Level: Undergraduate/Graduate

TESOL Topics (1-3)

Practices of Second Language Teacher Education

This workshop explores a range of innovative teacher education practices designed to foster language teacher learning and professional development. Through modeling and participating in these practices, participants explore the teacher as a learner of teaching, trace the development of teachers' identities, analyze the complexities of teachers' concept development, recognize the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning, and evaluate the role of disciplinary knowledge in the development of teaching expertise. Meets with TESL-096 N01 and TESL-560 N01.

TESL-560
N01
TESOL
SUMMER 2015

Course Level: Undergraduate/Graduate

TESOL Topics (1-3)

Practices of Second Language Teacher Education

This workshop explores a range of innovative teacher education practices designed to foster language teacher learning and professional development. Through modeling and participating in these practices, participants explore the teacher as a learner of teaching, trace the development of teachers' identities, analyze the complexities of teachers' concept development, recognize the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning, and evaluate the role of disciplinary knowledge in the development of teaching expertise. Meets with TESL-096 N01 and TESL-560 N02HB.