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Curriculum
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EDU 500 Prof. David Nunan
Second Language Teaching and Learning (4 units) |
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Over the last twenty-five years, there have been major changes to the theory and practice of second language teaching and learning. These changes have been driven by changes in educational theory, changes in the way we think about language and learning, and the development of an active research agenda which has provided important insights and ideas for classroom practitioners.
The purpose of this introductory course is to provide an overview of the field of second language teaching and learning, to identify major trends and issues, and to show where they have come from, to illustrate, in practical ways, how these emerging ideas can be incorporated into the students' own teaching practice, and to provide students with the basic skills and knowledge that will enable them to benefit fully from the rest of the course.
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EDU 510 Prof. Rod Ellis
Grammar for Language Teachers (4 units) |
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This course introduces students to key grammatical terms and concepts, as well as to techniques and procedures for describing and analyzing texts from a grammatical perspective. It also introduces practical techniques for teaching grammar.
The focus of the course will be on techniques for teaching grammar from a functional perspective. This approach shows language learners how to use the grammar that they are learning to communicate effectively. Students will be involved in collecting samples of spoken and written discourse, and using these to develop classroom exercises.
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EDU 520 Prof. Kathleen Bailey
Phonology for Language Teachers (4 units) |
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This course introduces students to key aspects of spoken English in terms of its pronunciation. It covers the nature of English pronunciation, how sounds are made, principles of transcription, the relationship between pronunciation and spelling, stress, rhythm and intonation, and the teaching of pronunciation.
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EDU 530 Prof. David Nunan
Discourse Analysis for Language Teachers (4 units) |
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This course is intended as an accessible introduction to the key concepts of discourse and discourse analysis. It also introduces techniques for teaching discourse in the classroom. Topics covered include the nature of spoken and written discourse, cohesion and coherence, speech act theory, rhetorical analysis, discourse and syntax, and discourse in the classroom.
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EDU 540 Prof. Rod Ellis
Second Language Acquisition (4 units) |
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This is an introductory course in second language acquisition. Topics covered in the course include the scope of SLA research, the history and development of SLA research, interlanguage development, the linguistic environment for SLA, learner variables, instructed second language acquisition, and applications of SLA to pedagogy.
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EDU 550 Prof. Kathleen Bailey
Classroom Management and Observation (4 units) |
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This course focuses on central issues and concerns relating to the effective management of teaching and learning processes in second and foreign language classrooms. In this course management does not mean the creation of budgets and the creation of timelines, but the creation of a positive pedagogical environment which facilitates learning.
The emphasis of the course is on the professional decisions that teachers must make in order to ensure that learning takes place effectively. Content will include lesson planning; teacher talk, including the effective use of questions, the provision of explanations and the use of feedback; classroom dynamics; instructional groups, small group work, dealing with large classes, one-to-one teaching, and learner-teacher roles; affective issues in the language classroom; and classroom monitoring and evaluation.
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EDU 560 Prof. David Nunan / Prof. Rod Ellis
Second Language Classroom Research (4 units) |
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This course is intended as an accessible introduction to the field of second language classroom research. It covers both methodological and substantive issues. At the end of the course, you should have a good idea of the questions and issues that have been investigated in language classroom, and how they have been investigated. You should also have developed practical skills for investigating your own classrooms.
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EDU 570 Prof. Kathleen Bailey
Classroom-Based Evaluation (4 units) |
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The aim of this course is to introduce students to classroom-based evaluation. This is a critically important area for all those involved in curriculum development, program management, and, in fact, any area of educational leadership.
The overall goal of the course is to give students the skills in the design and evaluation of a program of the student's choice.
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EDU 580 Prof. David Nunan
Second Language Curriculum Development (4 units) |
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The purpose of this course is to provide teachers with tools and techniques for analyzing, modifying and developing courses for language teaching.
Students will look at issues regarding selecting and grading content; selecting, sequencing and integrating learning tasks and activities; and selecting assessment tools and techniques.
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EDU 590 Prof. David Nunan / Prof. Rod Ellis
Research Methods in Language Learning (4 units) |
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The aim of this course is to introduce students to research issues and methods in language acquisition and use, and to familiarize them with recent research in the field. The overall goal of the course is a practical one: that is, to equip students to design, implement and evaluate their own research project.
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EDU 600
Thesis (4 units) |
| The thesis culminates the degree. It provides students with an opportunity to identify an issue or problem arising out of their prior coursework or their own professional experience. They then design and carry out an original piece of empirical research, and present the results in a substantial piece of writing. |
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