The Postbaccalaureate TESOL Certificate Program

Program of Study

The Postbaccalaureate TESOL Certificate Program is an 18-point program:

1. five 3-point core courses

2. one 3-point teaching practicum

Students complete the program in a single, intensive, 8-week summer session.

Practicum students have the opportunity to practice their teaching skills under the guidance of experienced ESL faculty.

TESOL Courses

• These courses will not normally be credited toward undergraduate degrees.

• All courses meet June 25–August 17.

• The classes meet during daytime hours and are offered exclusively during the summer. Meeting times will be announced prior to the beginning of the session.

English-Pedagogy Z4010. Methods in language teaching. 3 pts. C. Numrich. June 25–August 17. Days and times to be announced.

This introductory survey course examines the theories and methods of language teaching over the last century, giving more emphasis to the current focus on communicative and contextualized learning.

Students examine the benefits of each method to derive techniques and approaches for their own teaching.

English-Pedagogy Z4015. Applied phonetics and phonology. 3 pts. L. Lane. June 25–August 17. Days and times to be announced.

Students study the sound system of English, with particular attention to those aspects that prove difficult for learners.

Students work with tape-recorded and "live" speech of ESL learners to gain skill in diagnosing pronunciation problems and in choosing teaching materials to address those problems.

Students explore a variety of pronunciation teaching techniques, including:

• games

• awareness activities

• culture quizzes

• communicative activities

English-Pedagogy Z4020. Teaching English grammar. 3 pts. C. Numrich. June 25–August 17. Days and times to be announced.

Students review English grammar from the second language learner's perspective, learning:

• inductive approaches to teaching grammar

• deductive approaches to teaching grammar

• how to contextualize grammar instruction in content-based lessons

• how to contextualize grammar instruction in thematic lessons

Students plan grammatical lessons and exercises that integrate the four language skills.

English-Pedagogy Z4030. Curriculum design and materials development. 3 pts. C. Numrich. June 25–August 17. Days and times to be announced.

Students design ESL/EFL curricula using a variety of models.

They learn how to design curricula for different settings of language learners (ESL/EFL environments and academic/adult programs), using a variety of media:

• textbooks

• teacher-made materials

• computers

• the Web

• audio and video tapes

Students develop criteria for critiquing published materials to be applied to different settings.

They also learn how to create and adapt lessons using authentic materials.

English-Pedagogy Z4040. Classroom applications of SLA research. 3 pts. L. Lane. June 25–August 17. Days and times to be announced.

Students explore current theories and research on how second languages are acquired and study how various models such as the input hypothesis are reflected in different language pedagogies.

They learn to apply these theories to different settings and to students with varying learning styles.

English-Pedagogy Z4055. Practicum in teaching ESL. 3 pts. M. Jerome. June 25–August 17. Days and times to be announced.

All students join one of the ALP teaching teams in charge of a particular class of ESL students.

• Students attend weekly meetings in which the class is discussed and lessons are planned; in addition, students observe ESL classes in the ALP.

• Qualified candidates teach up to 24 hours a term in an ALP class, guided by the classroom teachers.

• Practice teachers are observed on a regular basis, both by the course instructor and ALP classroom teachers.

Practicum students also meet with the course instructor for a two-hour seminar each week.

The seminar provides a forum for students to discuss the classes that they are observing and teaching.