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MS TESOL Learning Outcomes


Graduates of the TESOL MS program will be able to:

  1. Analyze and interpret linguistic phenomena using current linguistic theory (what language is), including:
    1. Use theories of syntax to gain substantial insights into the grammatical structure of sentences and related utterances in English and other languages
    2. Use theories of phonology to gain substantial insights into the sound systems that underlie the articulation and comprehension of English and other languages
    3. Use sociolinguistic theory to gain substantial insights into the variation, use, status, and interactive norms of English and other languages
    4. Apply the skills outlined in a-c to facilitate lessons and curricula in TESOL, including modifications based on each student’s first language(s), current English proficiency, and general educational and cultural background
  2. Analyze and interpret linguistic phenomena using current theories of second language acquisition (how language is learned), including:
    1. Use theories of second language acquisition (SLA) to gain substantial insights into the stages and processes of language development in learners of all ages and backgrounds
    2. Apply SLA theory to facilitate lessons and curricula in TESOL, including modifications based on each student’s background, current proficiency, learning styles, and educational goals
  3. Design, implement, and assess lessons and curricula in TESOL using current methods and best practices in the profession (how language is taught), including:
    1. Evaluate a wide range of teaching methods and strategies and integrate them into lessons and curricula in a way that optimizes learning
    2. Design lesson plans and broader curricular units based on institutional, governmental, or professional standards that connect learner needs to a variety of classroom activities
    3. Implement lessons that are informed by immediate learner needs and that create opportunities for learners to construct knowledge in a supportive, interactive environment
    4. Integrate the four language skills of listening, speaking, reading, and writing with a wide range of content knowledge in motivating lessons
    5. Use a wide range of authentic and sheltered materials in lessons to address language and content objectives for a variety of learners
    6. Use assessment tools, collaboration with colleagues, professional development opportunities, and institutional resources to improve student learning, augment teaching repertoires, and advocate for learners
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