This course gives strategies for students to develop the ability to communicate in a second language at a beginning level. Emphasis is on oral proficiency and listening skills. Students will also examine a Christian theology of language learning based on linguistic hospitality.

Provides an understanding of the nature and structure of human language and introduces students to the goals, techniques, and subject matter of modern linguistics. Presents the properties of human language, and the scientific methods for analyzing it. Topics include basic aspects of the structure of language, language change, dialects and language variation, language acquisition, language and the brain. This course will look at the data from English and a variety of languages.

The development of the English language from its Indo-European roots to the present, paying attention to the historical contexts and linguistic features of the language.

The objective of this course will be to examine the process of learning a second language. This course will survey current SLA theory and learning models. Linguistic, cognitive, affective, cultural, and social factors influencing the acquisition of another language will be explored.

The objective of this course will be to look at language in its social and cultural contexts. This course presents the basic sociocultural variables (such as gender, age, and social status) and shows their relation to language use and language learning. Areas covered in this course will include bilingualism, dialectology, language variation and style with their relation to multi-cultural educational situations.

Academic credit and evaluation for practical work-learning experience in the field of linguistics developed in cooperation with an internship coordinator and a sponsoring organization.

An in-depth analysis of one or more important linguists. The course can be repeated for credit.

Analysis and problem solving in phonology, morphology, and syntax using data from many languages. Emphasis is both practical (learning how to describe grammar and sound system of a language) and theoretical (understanding languages' behavior).

This course will look at methods and techniques used to teach language components (grammar, vocabulary, pronunciation) and language skills (reading, writing, listening and speaking). Practice in developing and implementing balanced and effective language lesson plans will be provided along with evaluating and selecting appropriate ESL teaching materials. Special focus on the use of technology will be discussed.

Guided readings and reports in areas of interest and need. The student may complete an in-depth study of specific areas of linguistics. Prerequisites: LIN-225 and approval of the Division Chair.

Seminars, groups, or independent studies and research on topics in linguistics.

Students will teach in an ESL classroom under the direct supervision of an experienced TESOL teacher, and be given progressively more teaching responsibilities. They will implement lesson plans which they have developed, effectively use audio-visual materials and other teaching resources, use a variety of teaching methods, and evaluate their students by testing.

With faculty supervision, the student researches and/or writes on a specific area of interest in linguistics.

An exploration of issues that have an impact on the field of TESOL, including social, historical, legal and cultural influences. A broad scope of these issues may include philosophical differences, as well as classroom-specific difficulties.

An introduction to the nature and structure of human language. Students focus on the goals, techniques and subject matter of modern linguistics.

An exploration of the descriptive and prescriptive grammar of English, which is analyzed according to traditional, structural and transformational methods. Emphasis is also placed on preparing students to teach grammar. Students survey grammar teaching methodology in conjunction with the different areas of grammar studied.

An examination of language in its social and cultural contexts. This course presents the basic socio-cultural variables (such as gender, age and social status) and shows their relation to language use and language learning. Areas covered in the course include bilingualism, dialectology, language variation and style with their relation to multilingual educational situations.

An examination of the process of learning a second language. This course surveys current SLA theory and learning models. Emphasis is given to the ways these theories and models shape pedagogical practices in ESL classrooms. Linguistic, cognitive, affective, cultural and social factors influencing the acquisition of another language are explored.

An evaluation of claims based on research by reviewing current best practices as indicated by meta-research and discussing implications for TESOL. Action research that can be implemented in a TESOL setting and used for professional reflection and improvement of instruction is emphasized. Among the methods included are local data collection, structured interview, open- ended interview, case study, reflective case study, portfolio assessment and use of technology for self-assessment.

An application of second language learning and teaching principles to the analysis, adaptation, development and integration of materials for the ESL/EFL classroom. Among the resources explored are media, realia, computers and the Internet for all language skills including reading, writing, speaking, listening and grammar. Pedagogic rationale for materials and their use with a specific group of learners is emphasized.

In this course participants will apply their theoretical learning within their own classroom environments via a lab course. This course will follow a 3 or 4-member peer-coaching format through which students will choose focus areas of instruction that they would like to grow. They will then work through a teach, record, reflect, share, and peer-coach process with their team. The goal is individual growth through peer- encouragement and accountability.

An examination of various methods and techniques used to teach language components (grammar, vocabulary, and pronunciation) and language skills (reading, writing, listening and speaking). Practice in developing and implementing balanced and effective language lesson plans will be provided along with evaluating and selecting appropriate ESL teaching materials to match various ESL audiences and teaching contexts.

A continuation of methods study with a specific focus on aspects of course development, curriculum design and assessment, such as how to correctly assemble a specific curriculum for a class and implement it. The course also reviews assessments available, how to decide which assessment to use and when to use it. The students explore their own personal focus as well as the methodology and philosophy of teaching to help self-evaluate themselves as teachers and to use the resources provided in class to address issues.

A focus on the methods of teaching speaking (including pronunciation), listening, reading, and writing with particular focus on the micro-skills involved in each. The course will both analyze the four primary linguistic skills individually and in conjunction with each other. Students will practice techniques aimed at strengthening their learner's language abilities by connecting the various combinations of skills such as reading with writing and speaking with listening.

This course will provide K-6 and 7-12 grade teachers with a theoretical and pedagogical framework for (1) identifying and addressing the needs of second language writers in their classrooms and (2) establishing assessment strategies that effectively provide feedback to L2 writers and assessment washback for teachers. This course framework will build on recommended evidence-based teaching strategies related to writing fluency and the writing process development, including writing for a variety of purposes, using a Model-Practice-Reflect instructional style, and using student assessment to inform instruction.

This course will provide K-6 and 7-12 grade teachers with the theoretical and pedagogical framework for (1) identifying the structural and lexical needs of their second language writers and (2) developing instructional strategies and assessment that effectively target and assess these needs. This course framework will build on recommended evidence-based teaching strategies [from What Works Clearinghouse] related to word-level and sentence-level issues of second language writers including learners' orthographic, lexical, and grammatical instructional needs.

This course prepares educators in all grade levels and content areas with culturally responsive teaching strategies for learners at all levels. The course covers the value of identifying the needs of diverse learners and then adapting instruction in a culturally appropriate way to support groups and individuals. This course is based on current best practices and evidence- based instructional strategies.

This course prepares educators in all grade levels and content areas with linguistically responsive teaching strategies for learners at all levels. The course covers the value of identifying the needs of diverse learners and then adapting instruction in a linguistically appropriate way to support groups and individuals. This course is based on current best practices and evidence-based instructional strategies.

This course will focus on developing needs analyses, individual development plans, and a curriculum that is designed to meet required English, communication, and testing competencies. The course will focus on graduate level healthcare professionals, but the principles and methods discussed will provide insight and application to other healthcare professions.

This course will explore and define academic coaching. Some of the topics will include the benefits of coaching, characteristics of a coach, coaching relationships, guidelines, communication with students, healthy boundaries, protocols for conducting coaching sessions, learning theories and styles, and the academic coaching process.

This course will overview of the scope of medical education and professional development of healthcare professionals. It will address the growing trend of international medical graduates, and other health professionals, in the United States. This trend has created a need for increased awareness,education,and training. Students will have a broad understanding of the practice of medicine and its training, competencies, and licensing. Research and employment opportunities will be discussed.

Business and Organization communication skills range from basic writing, speaking, reading and listening to planning and negotiation and everything else in between. This course is designed to take knowledge from TESOL methods and apply them to specific teaching settings in providing a needs analysis of an English Language Learner (ELL), including language level and learning goals, and to create a learning plan to match those goals.

This course draws learning into authentic application and continues in the TESOL Lab course. In this course students will network and establish contact with the ELL with whom they will work in the TESOL Lab course. After connecting with the ELL, students will create and perform a full needs analysis that will translate into the creation and implementation of a learning plan in the Lab course.

This course is designed to take knowledge from TESOL methods and apply them to specific teaching settings in providing a needs analysis of an English Language Learner (ELL), including language level and learning goals, and to create a learning plan to match those goals.

This course draws learning into authentic application and continues in the TESOL Lab course. In this course students will network and establish contact with the ELL with whom they will work in the TESOL Lab course. After connecting with the ELL, students will create and perform a full needs analysis that will translate into the creation and implementation of a learning plan in the Lab course.

A capstone course designed to allow students to integrate various principles of the TESOL program. This course includes two possible tracks: Thesis or Non-Thesis. Students seeking a Michigan Department of Education endorsement are required to choose the Non-Thesis option, which includes 60 hours of practicum.