Program Specific Information

TESOL at A.U.

Overview
The Department of Language and Foreign Studies (LFS) at American University offers a Master of Arts in Teaching English to Speakers of Other Languages (TESOL), a Master's International Program (a joint program with the Peace Corps), a combined Bachelor's/MA TESOL program and a Certificate in TESOL. The TESOL program enables individuals to enter or advance in their ESL/EFL teaching careers, both in the U.S. and abroad. In addition, in conjunction with the School of Education, American University’s TESOL program offers a Master's of Arts in Teaching: English for Speakers of Other Languages (MAT:ESOL) which leads to K-12 public school certification.

Philosophy
The TESOL program at AU combines course work with experiential learning: students actually observe courses, plan lessons and design tests for English language classes. The emphasis is always on applying theoretical principles to actual practice. TESOL Program faculty draw on their extensive knowledge and experience, gained both in the States and abroad and with all proficiency levels and ages of students, to provide academically-based, but pragmatic guidance. They see graduate school as a socialization process which will permit students to become participating members of the TESOL professional culture. The AU TESOL Program has been built on a reputation for expertise in Adult Education, Higher Education and English as a Foreign Language, but with the introduction of the MAT:ESOL program in 1996, the program has also made a firm commitment to addressing the needs of the K-12 audience. Overall, the program's emphasis on practical skills and experience does much to build students' confidence for classroom teaching, and its blend of application and theory produces educators who exemplify the best in both TESOL theory and practice.

The Learning Environment
The MA, MIP, TESOL Certificate and MAT programs all provide flexibility. Courses may be taken on a full-time or part-time basis. Almost all classes are held once a week in the evenings, so as to be convenient for employed students. One example of the program's flexibility is that it is possible to complete a TESOL certificate in a single summer, or over several semesters depending on student preferences. Another advantage of AU's TESOL program is that students benefit from the interactive, cooperative spirit that develops between students and faculty as the result of small classes. This allows students to engage in special projects, either with fellow students or one-on-one with faculty members. Another benefit is the cultural diversity of the DC area. This makes it possible for students to gain experience teaching a wide variety of students.

Student Body
International students make up 20% of the TESOL student body, and many other students have already lived and taught abroad, providing a wealth of knowledge and cultural resources from which all can learn and share. Another significant group of students are career-changers, who bring to classes welcome insights based on their professional and international experience. Then, we have traditional university students who contribute their enthusiasm and idealism. Finally we have one other major group of students, practicing teachers, who take courses either for professional development or to obtain academic credentials to complement their classroom experience. With such an abundance of perspectives, everybody learns, even the instructors.

TESOL Faculty

Naomi Baron (Director of the TESOL Program): Dr. Baron received her Ph.D. in Linguistics from Stanford. A specialist in language acquisition, written language, and English linguistics, Dr. Baron's latest book Alphabet to Email: How Written English Evolved and Where It's Heading received the English-Speaking Union Duke of Edinburgh's English Language Award 2000. A former Guggenheim Fellow and past president of the Semiotic Society of America, she has authored over 50 articles and five other books, including: Growing Up With Language: How Children Learn to Talk, and Computer Language: A Guide for the Perplexed.

Sigrun Biesenbach-Lucas (Assistant Professor, Portfolio Advisor): Sigrun Biesenbach-Lucas received her Ph.D. in Applied Linguistics and her MAT:ESOL from Georgetown University. She previously worked as a Lecturer in Applied Linguistics at Georgetown and Professor of ESL at George Washington University. She has done extensive research on the use of e-mail in the ESL classroom, and is also very interested in materials development.

Brock Brady (Director of the Summer TESOL Institute): Brock Brady teaches courses in Language Assessment, Cultural Issues in the ESL/EFL Classroom, and Curriculum and Materials Development. His research interests include cross-cultural discourse analysis, pronunciation, assessment, and distance learning.

This core faculty is augmented by other experienced linguists and educators who enrich the TESOL curriculum with electives and summer offerings.

Adjunct Professors

Robin Barr, Linguist in Residence, Principles of Linguistics, Structure of English: Robin Barr holds a Ph.D in Linguistics from Harvard with concentrations in both Indo-European and psycholinguistics. Her research on morphology involves the relationship between language learning and language change, and she is always happy to hear of new irregular verbs or refinements for wug-tests. Her daughter Lucy has been one of her favorite informants, and students are likely to encounter data from Lucy on their problem sets. She is also an avid amateur oboist.

Karen Taylor, ELT I: Karen Taylor holds an M.A. in TESOL from the Monterey Institute for International Studies and a B.A. in English Literature from Georgetown. She has taught English and Spanish and has trained teachers for World Teach and The University of Namibia. Her interests include technology-enhanced instruction and Multiple Intelligences (MI) theory. She currently teaches ESL at the Maryland English Institute, College Park.

Zeporia N. Smith, K-12 Language Assessment: Zeporia holds an MA in Curriculum and Instruction specializing in Bilingual Special Education from George Washington University. She worked for 10 years at the World Bank in the policy sector and then made a career change. She had the opportunity to teach second language learners with special needs in the DCPS school system, where she team taught in a non-graded multi-age linguistically diverse inclusion classroom setting. She is currently a professor at Montgomery College where she teaches Special Education and Teacher Preparation classes.

Judith Yancey, Second Language Writing Assessment, Teaching Vocabulary: Judith Yancey holds a BA in English from Duke University (1999) and an MA in TESOL from American University (2005). She has enjoyed teaching ESL at all proficiency levels at Johns Hopkins University and Montgomery College. She will spend the fall teaching classes in the AU TESOL Program and the AU School of International Service. She is also the AU TESOL program web designer.

Christina Cavella, Language Assessment: Christina Cavella holds a BA in Spanish and Sociology from Arcadia University (2001) and an MA in TESOL from American University (2004). She has taught ESL in adult education programs and comunity colleges in Pennsylvania, Virginia, and Maryland. She currently works as a Research Assistant developing Engish, Spanish, and Arabic oral proficiency tests at the Center for Applied Linguistics. She is also an ESL instructor at Montgomery College.

TESOL / Language and Foreign Studies Offices

Main Office - Department of Language and Foreign Studies: The Main Office of Language and Foreign Studies (Asbury #326, ext. 2381), is under the supervision of the LFS Administrative Assistant, Consuelo Gall.

The Chair's Office: (Asbury #324, ext. 2394) This office is run by Susan Sherzer, the Department's Senior Administrative Assistant. You would probably come to this office for the following matters: Admission to Graduate Programs, scheduling appointments with the Department Chair Alina Israeli, and anything to do with Departmental financial expenditures.

Language Resource Center (LRC): The Language Resource Center (ext. 2396) in the basement of the north wing of Asbury Building accommodates up to ninety students for audio, visual and computer-assisted instruction. The facility is open to the entire university community for instruction and research involving both languages and educational media. Separate Mac and PC labs are available. The center's varied services include:

* Self-paced instructional programs in Chinese, English, French, German, Hebrew, Italian, Japanese, Russian and Spanish
* Free tutoring for students enrolled in foreign language courses
* State-of-the-art computerized instruction including the ELLIS Master
* Email access in non-roman alphabet languages
* An extensive TESOL resource library of both professional development and ESL/EFL class texts, and

LRC hours of operation are as follows: Monday-Thursday, 9 am to 9 pm,
Friday, 9 am to 5 pm, Saturday and Sunday, 12 pm - 5 pm.

The LRC can provide access to both PC and Mac platform computers, players for video and audio cassettes and a couple of quiet study/discussion areas. The LRC also houses the TESOL Program's Video Library which includes videos from past AU TESOL workshops and guest lectures.

TESOL Office Resources

The TESOL office in McKinley 156 contains numerous resources that are available to our students.

TESOL Library
A comprehensive library of TESOL textbooks and materials is housed in McKinley 156. Books are organized in alphabetical order by discipline, and usually contain copies of current textbooks being used by the program in its classes.

Computing Resources
The TESOL office contains computers available for student use featuring Visipitch, a program used for pronunciation research and accent reduction.

Recording Devices
The TESOL office also features various recording devices that are available for student use, including a digital camcorder and numerous voice recorders. These items are loaned to students who need them to complete various projects for their TESOL classes. Stop by the main desk in McKinley 156 to inquire about any of these items.

TESOL Course Descriptions

TESL 500 Principles of Linguistics (3)
Introduction to the scientific study of language with emphasis on current linguistic trends. Foundations for further study in linguistics and methodology of language teaching. Usually offered every semester.

TESL 501 English Language Teaching I (3)
This course provides an introduction to theories and principles applicable to English language teaching and review of various methods and approaches to language teaching, leading to an understanding of the development of the Communicative Approach. Usually offered every semester. NB: MAT:ESOL students must do a supervised 40 hour observation/practice teaching component in conjunction with BOTH ELT I and II courses. Placement for this practicum will be made by Karen DiGiovanni (ext. 3727).

TESL 502 English Language Teaching II (3)
This course focuses on evaluation and development of lesson plans and teaching materials designed to teach grammar, language functions, speaking, reading, listening, and writing skills within a communicative approach. Also addressed are various aspects of classroom management. This course provides opportunities for peer teaching and requires observation of actual English language classes. Usually offered every spring and summer. Prerequisite: ELT I NB: MAT:ESOL students must do a supervised 40 hour observation/practice teaching component in conjunction with BOTH ELT I and II courses. Placement for this practicum will be made by Karen DiGiovanni (ext. 3727).

TESL 503 Structure of English (3)
Explores the complexities of spelling and word formation, grammatical structure, and semantic relations in English. Various approaches to grammatical analysis are covered, but the emphasis is on developing the practical foundations necessary for effective teaching, rather than on theoretical models. Usually offered every spring and summer. Prerequisite: TESL 500.

TESL 522 Language Acquisition (3)
How and why do children learn language? Investigates language acquisition during the first five years (both speech and the rudiments of literacy). Major themes include the dynamics of the "language duet" between children and adults, variation across children, bilingualism, and the emergence of language awareness. Usually offered every other fall.

TESL 523 Second-Language Acquisition (3)
Theories of second-language acquisition and how they relate to trends in society and in education and related disciplines. Current theory in cognitive and affective domains as it relates to second-language learning. Usually offered every spring and summer.

TESL 524 Reading and Writing in the ESL/EFL Classroom (3)
Introduction to theories underlying reading and writing as well as instruction of these two skills. The major focus is on practical approaches to teaching reading and writing skills to varied student populations, including children in public schools, young adults in pre-academic learning environments, and literacy challenged adults in adult education programs. Usually offered every summer.

TESL 527 Cultural Issues in the ESL/EFL Classroom (3)
Students will learn traditional principles of Intercultural Communication theory and then progress to the latest discourse-oriented models for analyzing cross-cultural interactions. Within this framework, the course will consider approaches to enhancing the cultural dimension of ESL/EFL instruction with an emphasis on using and developing various cultural training techniques. Usually offered every spring.

TESL 531 Language Assessment (3)
This course focuses on the process of testing/assessing students' language proficiency with respect to different language skills in the language classroom and the steps involved in this process. A practical approach provides opportunities for evaluating existing tests/assessment procedures, designing test/assessment instruments, and scoring/evaluating language tests. Usually offered every fall.

TESL 541 Teaching Grammar (3)
In this course, students will apply their grammar knowledge to teaching those structures within a communicative framework in meaningful, authentic lessons. Students will gain awareness of the functions that grammar fulfills in oral and written communication and will learn to design effective grammar teaching materials within a communicative context. Prerequisite: TESL 503 or Permission of Instructor.

TESL 542 Teaching Pronunciation (3)
An introduction to the formal analysis of phonetics and phonology, followed by techniques for incorporating this knowledge into practical classroom instruction. An emphasis on problem-solving strategies with respect to data, and on effective techniques for instruction. Prerequisite: TESL 500.

TESL 545 Curriculum and Materials Design (3)
A needs-based, learning-centered approach to designing courses, from creating and structuring curriculum to materials design, with the emphasis on planning blocks of instruction larger than lesson plans. As a project, students will develop a course unit outline, and create materials for one complete lesson. Prerequisite: TESL-501 or permission of the instructor.

TESL 554 Computer Applications for Language Teachers (3)
Offers an introduction to both IBM and Macintosh computers. BASIC and Macintosh techniques, software use on both computers, and HYPERCARD are included. Students are introduced to software used in second-language education, especially TESOL, and in the teaching of writing, and the use of such software in classroom interaction structures. Prerequisite: TESL 501 or 502.

TESL 560 TESOL Topics* (1-3)
Topics vary by offering and may be repeated for credit with different topics. Usually offered every semester. Prerequisite: Permission of instructor.

Fall 2005 560 Courses

TESL-560.001 Second Language Writing Assessment (1 credit): Gain experience and confidence in writing assessment through inter-rater review and discussion. Practice carrying out both holistic and analytic assessment of ESL student writing across genres, including research papers, cover letters, and other typical classroom assignments. Student writing samples will be drawn from audiences ranging from elementary school students to graduate level learners. Different scoring scales and rubrics will be considered, and students will be introduced to identifying signs of possible learning disabilities in student writing.Prerequisite: TESL-501 or permission of the instructor.

TESL-560-002 Teaching Vocabulary (1 credit): Naively, any learner starting to learn a new language focuses on vocabulary, yet often vocabulary teaching is one of the most neglected areas of research in TESOL. This course examines recent research regarding various models for acquiring vocabulary with the goal of providing effective, meaningful classroom practices. Implementation of a lexical phrase approach to teaching language will be emphasized. Prerequisite: TESOL-501 or permission of instructor.

TESL-560-003 Teaching Multiproficiency Level Classes (1credit): Classroom structures and activities that effectively accommodate learners of varying language proficiencies are examined, particularly in settings which are also multicultural. Particular attention is given to adapting existing curricula, developing effective ways of grouping students within classes, and designing lessons and materials which respond to learners at different proficiency levels. Prerequisite: TESL-501 or TESL-502 or permission of the instructor.

TESL-560-004 Language Online: The World of Computer-Mediated Communication (3 credits): Computers have increasingly become tools for mediating human communication, often supplanting face-to-face speech or more traditional forms of writing. This course begins with an overview of the literature on computer-mediated communication (CMC), along with discussion of the linguistic variables relevant for understanding CMC and CMC's relationship to offline speech and writing. While there are no course prerequisites, students enrolling are encouraged to contact Professor Baron before the class begins (nbaron@american.edu or 202-885-2455).

TESL 590 Independent Reading Course in English or Linguistics (1-6)
An opportunity for qualified undergraduate and graduate students to enroll in independent reading or research projects, in-service and practicum experience related to their program of study, and the like, under the guidance of a faculty member. Prerequisite: Permission of instructor and Department Chair.

TESL 620 English Language Teaching III (3)
This final course in the English Language Teaching courses series focuses on teaching as communication, in particular, issues of classroom management, effective structuring of classroom discourse, and diagnosing and responding to learner needs. Learners will engage in field experience (observation and tutoring or teaching), peer teaching, and reflection on their previous teaching and learning experiences with the goal of developing their own effective personal teaching practices. Usually offered every spring. Prerequisites: TESL-501 and TESL-502.

TESL 691 Internship (1-6)
Prerequisite: Permission of instructor.

TESL 693 Master’s International Internship (3-6)
Prerequisite: Permission of Program Director.

TESL 797 Master's Thesis Seminar (6)