TESOL - Learning Ourcomes

Department of English

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Graduate Programs in Applied Linguistics & TESOL

Learning Outcomes for the MA in Applied Linguistics

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 Graduates of the Applied Linguistics programs will be able to:
  1. Analyze and interpret linguistic phenomena using current linguistic theory (what language is), including:
    • Use theories of syntax to gain substantial insights into the grammatical structure of sentences and related utterances in English and other languages
    • Use theories of phonology to gain substantial insights into the sound systems that underlie the articulation and comprehension of English and other languages
    • Use sociolinguistic theory to gain substantial insights into the use, diversity, status, and policy norms of English and other languages
  2. Analyze and interpret linguistic phenomena using current theories of second language acquisition (how language is learned), including:
    • Use cognitive theories relevant to second language acquisition (SLA) to gain substantial insights into the stages and processes of language development in learners of all ages and backgrounds
    • Use social theories relevant to SLA to gain substantial insights into the language development of all social actors in a diverse range of contexts
  3. Produce effective materials relevant to the practice of applied linguistics, including lesson plans for language learning and clearly articulated policy position papers.
  4. In addition, students in the TESOL track of the MA and the Teacher Certification programs will be able to:

    Design, implement, and assess lessons and curricula in TESOL using current methods and best practices in the profession (how language is taught), including:
    • Evaluate a wide range of teaching methods and strategies and integrate them into lessons and curricula in a way that optimizes learning
    • Design lesson plans and broader curricular units based on institutional, governmental, or professional standards that connect learner needs to a variety of classroom activities
    • Implement lessons that are informed by immediate learner needs and that create opportunities for learners to construct knowledge in a supportive, interactive environment
    • Integrate the four language skills of listening, speaking, reading, and writing with a wide range of content knowledge in motivating lessons
    • Use a broad selection of authentic and sheltered materials in lessons to address language and content objectives for a variety of learners
    • Use assessment tools, collaboration with colleagues, professional development opportunities, and institutional resources to improve student learning, augment teaching repertoires, and advocate for learners
  5. Finally, students in the LPP track of the MA will be able to:

    Design, implement, and assess institutional language policies based on current research and theory (how to guide language use), including:
    • Integrate a broad range of theories, models, and variables from the study and practice of language policy and planning
    • Address the complexities of individual and societal multilingualism within specific institutional contexts
    • Produce practical policy recommendations based on the needs of specific institutional contexts
    • Reflect on methods for assessing the effectiveness of policies and the fit between linguistic realities and goals
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