Survey of cognitive and social approaches to the study of language, language acquisition, language systems, 20th and 21st century movements in linguistics, language varieties and attitudes, forms and functions of language in the classroom.
This course looks at language variation based on social class, race, ethnicity, age, and gender; cross-cultural pragmatics, interactional sociolinguistics, code-switching, language planning, and World Englishes. Pedagogical implications.
This course offers a comparative examination of major approaches to linguistic analysis, specifically systematic and transformational, with particular reference to pedagogical applications.
A comparative examination of lexical semantic systems of English and other languages, with particular reference to the teaching and learning of vocabulary.
Provides an introduction to the theory, research, and instructional practices relevant to reading and writing development for second-language learners.
Teaching ESL to elementary students focusing on early literacy development and content instruction. This course also includes fieldwork.
Introduction to the major language teaching methods and approaches that have been influential in the 20th and 21st century.
Practice in designing, developing, and evaluating ESL or EFL materials used for students in different settings.
Supports teachers in mainstream classrooms grades PK-12 in building a knowledge base and repertoire of instructional strategies for teaching English language learners in content area classrooms.
A systematic, in-depth examination of English grammar with particular reference to the teaching and learning of grammar.
Introduction to the systematic observation of teaching in diverse contexts.
An introduction to the field of second language acquisition with a focus on the mechanisms driving, and factors influencing, second language learning.
Prerequisite: A&HL 4087 or permission of instructor. Priority given to M.A. Applied Linguistics/TESOL students in their last semester. Introduction to language assessment theories and practices including test design, construction, scoring, analysis and reporting; introduction to measurement concepts and basic statistics; and use of SPSS.
An introduction to the theory and practice of teaching second language writing to multilingual, multicultural writers in a wide range of educational contexts.
Introduction to Corpus Linguistics introduces students to language corpora as a resource for linguistic analysis. The course presents a survey of the available English-language corpora including learner corpora (texts produced by language learners) and teaches the use of web-based interfaces and computer tools. Students learn fundamental concepts and methods of corpus linguistics through investigation into the lexis and grammar of English and applications of corpora for language teaching.
An examination of the sound and orthographic systems of English, with reference to other languages and problems of learning and teaching English.
Introduction to discourse analysis organized around four themes: discourse and structure, discourse and social action, discourse and identity, and discourse and ideology.
This course offers a general introduction to conversation analysis (CA) by considering CA's methodological principles and analytical concepts along with its wealth of classic findings on spoken interaction. Through an in-depth look into exemplary studies as well as a series of data sessions, the course also provides basic training in conducting CA analysis.
Permission of instructor required or Prerequisite: A&HL 4085. Explores various viewpoints on the production and comprehension of connected discourse, both written and oral, with reference to cohesive devices, rhetorical structures, and the general pragmatics of communication, with attention to pedagogical applications.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
This workshop is designed to introduce techniques for teaching English to students with limited literacy and/or formal schooling in their first language. Special attention will be given to activity and materials development, and to teaching grammar without relying on reading and writing. We will discuss potential academic strengths and weaknesses of students with limited formal schooling, as well as the importance of teacher talk/teacher input for this population. Additionally, we will look at techniques for integrating students with limited literacy into classrooms where most students can read and write.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
This workshop explores the value of incorporating published literary works into ESL/EFL curricula.
Teaching ESL to secondary students, focusing on content area ESL and second language literacy. This course also includes fieldwork.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
This workshop explores methods of communicative grammar teaching in the adult ESL classroom. It focuses on concrete strategies for integrating grammar instruction into a multi-skills curriculum.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
This course examines subject matter education for ESL students in PK-12 setting. Students investigate best practices within the mainstream setting with a view to helping ESL students gain access to core subject matter knowledge.
This is a course for international students, as well as domestic students, who wish to develop more powerful and precise academic language skills. The course has two separate sections: Section 1 (4500.01), which focuses on academic writing and Section 2 (4500.02), which focuses on academic speaking. In the writing section, students will develop their own voice as an academic writer while becoming familiar with the conventions and styles common in academic writing. The course will focus on a variety of genres of academic writing, such as writing abstracts, critiques, and literature reviews. We will also discuss the writing process, including paraphrasing, summarizing, developing construct definitions, and APA citation. In the speaking section, we will develop the oral presentation skills necessary to participate in a variety of academic speaking contexts, including group work and meetings with professors. Students will also receive coaching in individualized pronunciation and suprasegmental issues, such as intonation, strategic pausing, and word stress. Limit 1 point for TESOL and Applied Linguistics students, and point does not count toward degree; out of program students may take it for 2 points.
Permission of instructor required. A supervised teaching experience for M.A. students who work toward a New York State teaching certificate in TESOL PK-12 (Preschool to 12th grade). Requires an additional 20-30 hours per week of work outside the class.
Permission of instructor required. A supervised teaching experience for M.A. students who work toward a New York State teaching certificate in TESOL PK-12 (Preschool to 12th grade). Requires an additional 20-30 hours per week of work outside the class.
A series of workshops designed to provide language teachers with an opportunity to learn a foreign language through a brief immersion experience so that they can reflect upon the experience from a learner's perspective. Methods vary from term to term. These workshops may be taken more than once pending advisor's approval.
Permission of instructor required. Research under the direction of a faculty member. Students work individually or with others. Course may be taken more than once.
The purpose of the course is to support Applied Linguistics and TESOL General Track students in the process of developing their MA project. This course will provide structured support for students who would like to know more about academic writing in the context of their MA projects.
This course introduces second language empirical research with a particular focus on analyzing learner language, a cornerstone of SLA research. Classic conceptions and analytic practices are discussed, but the bulk of attention is on current conceptions and methods. Participants are given opportunities to both conduct guided research and to explore analytical methods on their own.
Focuses on how social media and Internet-mediated communication are used in language teaching. Main emphasis is placed on fostering intercultural learning and multiliteracies in hybrid or blended instruction formats.
This course offers a general introduction to Interactional Sociolinguistics (IS) as an approach to discourse analysis. Aside from introducing classical concepts as well as their applications, major analytical themes such as conversation style, cross-cultural communications, gender and discourse, and discourse and identity will be explored through critical reading analyses of a series of relevant empirical studies.
Permission of instructor required or Prerequisite: A&HL 4085. Survey of generative syntax.
Prerequisite: A&HL 4087. This course introduces research on instructed second language acquisition (ISLA), a thriving subfield of SLA, that investigates the effects of different types of instruction on second language development. Participants will be exposed to key and current topics and issues, develop an understanding (not just an awareness) of the essence of pedagogical intervention, including its potentials and limitations, and learn strategies that have proven effective in cultivating functional competence in learners.
The course covers fundamental concepts in natural language processing (NLP) and Python for research and applications in language assessment and applied linguistics. Students will explore methods for text processing, parsing, part-of-speech tagging, noun phrase and entity extraction, and sentiment analysis for basic NLP tasks. The course will also include an introduction to machine learning for text classification and automated essay scoring.
This course offers a general introduction to the study of classroom discourse. Through critical reading analyses of a body of classic and current work, students will become familiar with how systematic analyses of classroom interaction are conducted in a variety of classroom contexts. The goal is to cultivate an appreciation for the major findings in the study of classroom discourse and to develop an ability to perform disciplined analyses of such interaction.
An introduction to the field of language socialization. Through critical reading analyses of a body of classic and current work, students will become familiar with the theoretical background of language socialization as well as how systematic analyses of both first and second language socialization are conducted both in and outside homes. The goal is to cultivate an appreciation for the major findings in the study of language socialization and to develop an ability to perform disciplined analyses of social interaction from the language socialization perspective.
Required field observation for students in the PK-12 certification track. Course may be taken more than once.
Prerequisite: A&HL 4077 and A&HL 4085. Helps student teachers refine their understanding of, and skills in, implementing and reflecting on their English language teaching. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP).
Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
Research paper in TESOL/Applied linguistics. Requires an additional 36 hours per week of work outside the classroom.
Permission of instructor required. This course examines the major issues and debates in language testing research since the 1960s. It explores controversies related to the nature of language ability, test authenticity, test score generalizability, performance assessment, and test validation. It also involves discussion of problems and future directions of language testing.
Prerequisite: A&HL 4087. Introduction to quantitative and qualitative research methods with discussion of major research paradigms (experimental, ethnographic, introspective, questionnaire, etc.) and critical review of professional literature in applied linguistics and TESOL.
Introduces models of language teacher supervision with required field hours.
This course addresses the notion of validity and the process of validation in second language (L2) assessment. More specifically, it focuses on conceptual issues related to the establishment of internal and external validity in L2 assessments and other measuring instruments (e.g., questionnaires). The course aims not only to introduce students to the range of multivariate analytical methods (i.e., factor analysis and structural equation modeling) for answering complex questions but also to introduce students to how these analyses would be carried out so that claims of validity can be established and justified empirically. Finally, this course introduces students to data analysis using SPSS and EQS.
Prerequisite; A&HL 4105. This course is designed to help students pursue further interests in and appreciations for conversation analysis (CA) as a methodology as well as its vast body of findings on language and social interaction. Aside from addressing the critical issue of CA and context, , three main themes will be explored: (1) membership categorization analysis (MCA); (2) tacit practices in interaction (i.e., person reference, nonverbal conduct, prosody, and discourse markers; cf. contextualization cues; (3) complex issues related to foundational practices in interaction (i.e., turn-taking, repair, and sequencing beyond the basics). The class will be conducted in a format that combines lectures, critical readings analyses, and data analysis exercises.
This course explores the major issues and debates that have ensued both in the field of second and foreign language classroom-based assessment and in mainstream classroom assessment. Focus will be placed on classroom-based language assessment research and practice in the context of processing.
This course introduces students to an overview of generalizability (G) theory and its application in the context of second language (L2) assessment. The goals of this course are to provide the theoretical basis for G-theory in order for students to become well-informed consumers of research in this area and to provide students with the tools necessary to design empirical studies using G-theory analyses in L2 assessment contexts.
Prerequisite: A&HL 4087. This course inspects the theoretical landscape of Second Language Acquisition and examines its etiology and impact on the field of study.
This course focuses on the application of Many-Facet Rasch Measurement (MFRM) to the examination of questions in applied linguistics related to second language (L2) performance assessment. In addition to examining how performance assessments have been conceptualized and investigated in applied linguistics research, students will have multiple opportunities to perform analyses of L2 performance data using MFRM. Students will learn to use Winsteps and Facets for these analyses.
Permission of instructor required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.
Helps students develop and practice their skills in teaching listening within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP).
Prerequisite: A&HL 5301. Helps students develop and practice their skills in teaching speaking within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP). Requires an additional 36 hours per week of work outside the classroom.
Helps students develop and practice their skills in teaching reading within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP). Requires an additional 36 hours per week of work outside the classroom.
Helps students develop and practice their skills in teaching writing within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community English Program (CEP). Requires an additional 36 hours per week of work outside the classroom.
Doctoral preparation.
Prerequisite: A&HL 4104 or permission of instructor. Research on acquisitional and cross-cultural pragmatics.
Dissertation proposal.
This course supports doctoral students in Applied Linguistics or TESOL who are in the process of writing their dissertation.
Box: 66
Teachers College, Columbia University
316 Zankel
Phone: (212) 678-3795 Fax: (212) 678-3428
Email: tesolalofc@tc.edu