The program consists of a sequence of 10 three-credit courses leading to the degree of a Master of Science in Education (MSE) with an emphasis in English education. Although subject to change due to availability of instructors and other circumstances, the proposed sequence of coursework is:
- ENGLISH 5260 - Language and Culture
- ENGLISH 5050 - Academic Oral Communication
- ENGLISH 5000 - Technical Writing
- TEACHING 7000 - Research Procedures
- TEACHING 7150 - Oral Language, Emergent Literacy, and Theories of Second Language Acquisition
- TEACHING 7130 - Improving Instructional Effectiveness
- ENGLISH 7670 - Methods of TESOL
- ENGLISH 7260 - Sociolinguistics and Language Teaching
- ENGLISH 7250 - Literature for TESOL Teachers
- TEACHING 7830 - Seminar Paper Research
COURSE-SPECIFIC STUDENT LEARNING OUTCOMES
Examines the theoretical and practical relationship between language and selected social and cultural aspects of human life. Discusses contiguities of linguistic and cultural practices; examines how particular language practices create and maintain social structures, and how discourse reflects social structures and cultural values.
- demonstrate competency in analyzing and articulating the cultural foundations of English vocabulary and discourse, particularly those of the United States
- apply historical linguistic and cultural theory to TESOL/TESL methodology
- evaluate the foundations of western foundations of cultural discourse with respect to their relevance to postcolonial societies
- utilize comparative analysis in curriculum design
- examine how culture and language are inter-related and create social structures that are contributing to the so-called "hidden curriculum"
- design syllabi and learning materials that reflect the cultural diversity of the target language
This course is designed to help graduate students become more confident and competent in academic oral communication by preparing them for a range of oral academic genres, such as lectures, presentations, class discussions, and group discussions, as well as equipping them with skills and strategies needed for oral communication in academic situations.
- improve their listening comprehension of oral academic genres such as lectures, presentations, class discussions, and group discussions
- become more aware of the importance of audience in academic oral communication
- become more confident and competent in participating in class and group discussions
- present academic topics within time constraints with increased intelligibility and clarity
- develop new and improved skills and strategies for academic oral communication
- improve their use of classroom language in teaching English as a Foreign Language (EFL)
Technical description and explanation, job applications, business correspondence, and reports suited to one's major (e.g., a criminal or safety investigation, feasibility study, or grant proposal); oral presentations; technical editing. Emphasis on clarity, conciseness, precision, and effective communication with lay audiences and management.
- recognize and demonstrate process of synthesis of others' scholarship; be able to accurately credit a source with appropriate citation
- demonstrate ability to write about a process with technical precision, with mutually exclusive and exhaustive categories of utensils, ingredients, and instructions
- recognize and demonstrate adaptability to cross cultural, language-bound differences between Chinese and English in creation of a product
- recognize and compare differences in Eastern and Western rhetorical principles when preparing and participating in group discussion utilizing synthesis of an assigned aspect of the material (ref.: dissertation of Jai Lee Cho external link)
- create a review of literature on appropriate topic, including an annotated bibliography as part of preparation for final seminar paper
Definition of problems and issues, critical examination of the research literature, review of trends in curricula and methods, and planning of investigations including historical, descriptive (including ethnographic) and experimental.
- demonstrate knowledge of basic terms associated with educational research
- write a problem statement, which is narrow in focus and relates to an educational area of student’s interest
- complete a literature review using a minimum of fifteen sources, including electronic format (articles must be within the past seven years and be relevant to the selected topic)
- reference accurately and completely in body of the research project
- complete reference page completely and accurately
This course is designed for the graduate TESOL emphasis offered to students in the People’s Republic of China. It includes Oral Language and Emergent Literacy topics, plus content on the theories of second language acquisition which are part of most TESOL programs and usually taught within the context of acquiring oral language.
- review websites and develop an annotated list of websites that provide practice or tutoring assistance in the acquisition and production of the English language
- describe the stages of oral language acquisition and production, including the "silent period"
- develop a list and explanation of 20 group games to facilitate the acquisition of the English language
- demonstrate developmentally appropriate teaching strategies for English Language Learners (ELL) through the small group presentation of a lesson to peers
Connects principles of learning to teaching practices; demonstrates how theory can become practice; considers models of teaching that promote developmentally appropriate teaching and reflective thinking; characterizes teaching as a process of conscious decision making; helps teachers become more effective decision-makers
- learn, discuss, evaluate, and apply Madeline Hunter’s pioneering work with a Direct Instruction Model (7-step plan for developing lesson plans)
- learn, discuss, evaluate and apply concepts of Pathwise as a trademark of Educational Testing Service, which addressed 4 domains: Organizing Content Knowledge, Creating an Environment for Student Learning, Teaching for Student Learning, and Teacher Professionalism
- examine latest teaching/learning strategies currently in favor in much of U.S. education (Professional Learning Communities)
- discuss and evaluate the competency testing phenomenon now a part of U.S. education for students, teachers, and administrators
- discuss, evaluate and apply Restitution Theory of Diane Grossen, addressing strategies for student motivation
Examines the characteristics of second language acquisition and how they influence the effectiveness of different methods of teaching English as a Second Language. Includes teacher/learner characteristics and strategies, teaching varieties of language, review of methodologies, communicative competence, and syllabus design.
- develop instructional approaches and strategies to teaching speaking, listening, reading, writing, incorporating grammar and vocabulary, to English learners of different ages, proficiencies, and skill levels
- choose instructional approaches and strategies reflecting learning goals that integrate language and content skills for English learners
- demonstrate the ability to write lesson plans for varying student ages, proficiencies across the content areas using a thematic approach
- distinguish between language and content objectives, instructional goals, and activities
- align instructional objectives with clear assessment, activities and content/ESL standards (learning goals)
- explore one’s own cultural development and articulate the role of cultural conditioning on teaching and learning
Introduction to problems of language, pedagogy, and cultural political relevant for English education. Discusses linguistic theories informing language pedagogy, biological basis of language acquisition, different models of language learning, American dialects, language and gender, language disorders, and systems of literacy.
- create learning environments for students that are socially and linguistically responsive to difference in accent, pronunciation, syntax, lexis, and cultural competency in the English language
- implement applied linguistics and an understanding of “English As a Global Language” pedagogies into a comprehensive and holistic curriculum that aims at reforming language teaching practices relying on outmoded methodologies such as a mechanistic skill-drill
- recognize the dimensions and implications of class, race, gender, and sexual preference as socio-linguistic scripts in the classroom and in the educational system
- evaluate the impact of Englishes (in the plural) as alternative geo-political and socio-cultural manifestations of the same language family
- develop a complex social and political understanding of linguistic planning, literacy, models of language learning, and socio-ethnic bias in language itself; be able to discern language disorders and learning disabilities and to distinguish the latter from cultural and linguistic variation
An examination of the ways literature can most effectively be used to improve students' linguistic, sociolinguistic and discourse competence in a TESOL setting. Using the textbooks and online materials, students will be asked to develop (1) a corpus of literary selections suitable for the ESL/EFL context, and (2) specific lesson plans focusing on the literatures of specific cultural groups within the United States and
- read a wide range of modern American literature, including African American, Native American, Asian American, Hispanic American, and women's literature
- demonstrate through class participation and their project lesson plans that they understand how music, art, and drama activities can be used to teach literature
- demonstrate through class participation and their project lesson plans the value of student-centered vocabulary development and analysis of literature
- feel motivated to read modern American literature after the class ends
Unlike a thesis, the seminar paper need not be a report of original and independent research. It must demonstrate, however, the student’s ability to survey a field of knowledge and assemble, organize, evaluate, interpret, and present evidence in a logical and intelligent manner. Although the seminar paper may originate from work done in connection with one of the student’s graduate courses and be based upon a term paper or course project, it must be more comprehensive and complete in coverage and treatment. The University of Wisconsin-Platteville School of Graduate Studies maintains a website with useful links to guide the graduate student in grammar, style, evaluating web resources, and formats. The seminar paper advisor will provide guidance regarding the site.
- demonstrate the ability to select an appropriate topic and articulate the significance or implications of the study
- organize the paper in a logical manner with appropriate citations and references;
- exhibit competence in written English at a level appropriate to non-native speakers
- summarize, analyze, and evaluate scholarly literature pertinent to the chosen research topic
- demonstrate knowledge of TESOL scholarship, including TESOL theory, methods, and practice
- demonstrate the ability to articulate findings and draw appropriate conclusions