Applied Linguistics (Teaching English as a Subsequent Language) |
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Dean Rosemary Drage Hale Faculty of Humanities Associate Dean John Sainsbury Faculty of Humanities Participating Faculty Professor John Sivell (Applied Language Studies) Associate Professors Thomas Farrell (Applied Language Studies), Glenwood Irons (Applied Language Studies), Cheng Luo (Applied Language Studies), Hedy McGarrell (Applied Language Studies) Assistant Professor Deborah Yeager-Woodhouse (Applied Language Studies) Graduate Officer Cheng Luo Administrative Assistant Leona Volterman 905-688-5550, extension 3374 MC D450 http://www.brocku.ca/appliedlang/ Teaching English as a subsequent language is a complex process, with a knowledge base combining such diverse areas as applied linguistics, language-teaching methodology, curriculum design, and testing. This MA program is designed to integrate these important elements in an educational experience promoting a high level of expertise and professionalism. Theory is closely linked with practice: the program encompasses not only theoretical courses but also an optional practice-teaching course along with methods courses directed at the major language skills. Faculty teaching in the program bring a valuable range of attributes, including extensive international experience, hands-on proficiency in ESL teaching right here in Canada, capacity in a range of different languages beyond English, and energetic research and scholarship published and presented around the world. Graduates of this exciting program will be excellently prepared as Teaching English as a Second Language professionals practising in Canada or abroad, and will enjoy a strong foundation for further graduate study at the doctoral level. |
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There are two program options: a Regular Entry Program and a special International Entry Program. The application deadline is May 1 for the Regular Entry Program, and March 1 for the International Entry Program. The International Entry Program includes a summer bridging segment (LING 5N01 and LING 5N02) as well as academic mentoring throughout the academic year. However, all the students, in both the Regular Entry Program and the International Entry Program, choose courses from the same course bank and all study together in the same classes. Strong English language skills are essential; candidates whose first language is not English must submit evidence of English language proficiency at a high level. Normally, a TOEFL score of at least 600 (with a TWE of 5.0 or above and a TSE of 60 or above), an IELTS score of at least 7.0 (with a Writing sub-score of band 7 or higher), or an ITELP score of at least 580 is required for entry into the International Entry Program, which includes a special, required summer bridging program and other features designed for subsequent-language speakers of English who would benefit from a supportive environment while studying at this challenging academic level. Candidates who submit TOEFL, IELTS or ITELP scores may be asked to write a DALS MA Writing Sample as well as take an oral interview. Native speakers of English and others with a near-native command of English should apply for admission to the Regular Entry Program, providing they also have the relevant academic background outlined below. Non-native speakers should contact the Department, before applying, regarding the English language proficiency requirements. Applicants should have an undergraduate background in English, English Linguistics, Teaching English as a Second Language, or a comparable field, with a strong concentration on courses directly relevant to the theory and practice of Teaching English as a Subsequent Language (e.g. general linguistics, syntax, phonology, discourse analysis, or other linguistics courses with a focus on English; educational psychology or similar courses if related to ESL learning; ESL teaching methodology; or ESL practice teaching). Such a background will prepare candidates to apply for admission to the Regular Entry Program, providing their English language skills are sufficient. Applicants with ESL/EFL teaching experience as well as excellent language skills and a relevant academic background are likely to be particularly strong candidates. Even with excellent language skills, applicants without such a thorough undergraduate grounding in Teaching English as a Second Language-relevant courses are very unlikely to be admitted to the Regular Entry Program. In those circumstances, native speakers or others with a near-native command of English are advised to consider, in consultation with the Graduate Officer, applying for the Teaching English as a Second Language Certificate program also offered by the Department of Applied Language Studies. Teaching English as a Second Language Certificate graduates with a strong 'B' average (mid-70s or higher) are well-placed to apply for admission to the MA-level study of Teaching English as a Second Language at Brock or elsewhere. Non-native speakers of English with at least the minimum language scores indicated above, and with some Teaching English as a Second Language-relevant undergraduate courses but not a strong concentration in the area (at least three or four applicable courses) may apply for admission to the International Entry Program, in which the summer bridging section includes review and reinforcement of Teaching English as a Second Language content-area themes. Other students admitted into the Regular Entry Program but lacking adequate linguistic and/or Teaching English as a Second Language background may also take the bridging course LING 5N02. Applicants will normally hold an honours undergraduate degree in a relevant discipline with a minimum average of 75%. Applicants must supply a statement outlining their research background, interests and goals. The Graduate Admissions Committee will review all applications and offer admission to a limited number of suitable candidates. Candidates joining the Regular Entry Program should anticipate commencing courses in the month of September. Course work will normally be completed by the end of April, with the major essay finished by the end of August. Thesis-route students will typically require one or two terms longer to complete the degree. International applicants admitted into the International Entry Program should anticipate commencing the bridging session in the month of June, with regular credit courses beginning in the following September. Course work will normally be completed by the end of April, with the major essay finished by the end of August. Thus, the time commitment will be approximately 15 months (or slightly shorter if the major essay is completed earlier). University policy requires that full-time MA candidates who do not complete their program within twelve months shall continue to pay full fees on a term-by-term basis until all course work has been completed and the first draft of their thesis or major essay approved by their supervisor and the Graduate Officer. Part-time students will be admitted only in exceptional circumstances. |
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Students will consult with the Graduate Officer when planning their programs of study. Graduate students follow either scheme A or scheme B. Scheme A candidates must submit a preliminary thesis proposal and find a supervisor no later than the sixth week of the first term. Scheme B candidates must submit a preliminary major essay proposal and find a supervisor no later than the tenth week of the second term. For either scheme, supervisory responsibilities will be assigned within the proposed supervisor's and second reader's area of interest and expertise, with reasonable attention to equitable distribution of supervisory assignments and under the overall guidance of the MA Program Committee. |
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Students must successfully complete the two core courses, two additional courses, and the MA thesis. Core Courses LING 5P00 Foundations of Language Teaching and Learning LING 5P85 Research Issues and Methodology in Subsequent Language Education Additional Courses (two of the following) LING 5P01 Sociolinguistics Applied to Language Teaching and Learning LING 5P02 Pedagogical Grammar: Theory, Research and Practice LING 5P03 Oral/Aural Skills in Teaching English as a Second Language: Theory, Research and Practice LING 5P04 Reading in Teaching English as a Second Language: Theory, Research and Practice LING 5P05 Writing in Teaching English as a Second Language: Theory, Research and Practice LING 5P07 Topics in Second Language Acquisition Theory and Research LING 5P10 Independent Study (approval of the Graduate Committee required) LING 5V60-69 Special Issues in Applied Linguistics Thesis LING 5F90 M.A. Research and Thesis |
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Students must successfully complete the two core courses, six additional courses, and the major essay. Students enrolled in the International Entry Program will follow this Scheme, as well as take LING 5N01 and 5N02 (the bridging courses); Regular Entry Program students may follow either Scheme A or Scheme B. Core Courses LING 5P00 Foundations of Language Teaching and Learning LING 5P85 Research Issues and Methodology in Subsequent Language Education Additional Courses (six of the following) LING 5P01 Sociolinguistics Applied to Language Teaching and Learning LING 5P02 Pedagogical Grammar: Theory, Research and Practice LING 5P03 Oral/Aural Skills in Teaching English as a Second Language: Theory, Research and Practice LING 5P04 Reading in Teaching English as a Second Language: Theory, Research and Practice LING 5P05 Writing in Teaching English as a Second Language: Theory, Research and Practice LING 5P07 Topics in Second Language Acquisition Theory and Research LING 5P10 Independent Study (approval of the Graduate Committee required) LING 5P80 Supervised Practicum LING 5V60-69 Special Issues in Applied Linguistics Major Essay LING 5F89 Major Essay |
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Note: Not all courses are offered in every session. The Graduate Officer will advise students which courses are to be offered in each sesson. Academic and Cultural Orientation for International Graduate Students in Applied Linguistics I Foundation of advanced academic skills in research, note-taking, essay writing, and seminar presentation through a survey of fundamentals in Applied Linguistics combined with guidance in individual and group assignments. Orientation to Brock's library and academic computing resources, and to diverse aspects of life in the Niagara Peninsula region. Lectures, seminars, 15 hours per week (June and July). Academic and Cultural Orientation for International Graduate Students in Applied Linguistics II Continued attention to socio-cultural enrichment and the development of academic skills in preparation for credit work at the MA level. Observation of ESL classes in the Ontario context. Preparation of linguistic and Teaching English as a Second Language background as related to MA work. Lectures, seminars, 15 hours per week (July and August). Foundations of Language Teaching and Learning Linguistic, educational and social foundations of subsequent language teaching in the Canadian context as well as in international settings. Models of curriculum design and student assessment. Current trends in language teaching, program development, professional development, and related areas. Seminars, 3 hours per week. Sociolinguistics Applied to Language Teaching and Learning Theoretical concepts and research findings in sociolinguistics applied to the teaching and learning of English as a subsequent language. Focus on the social and cultural aspects of language, on the collaborative and social aspects of language learning, on the link between language and personal or social identity, and on the influence of the social world on language use, learning and teaching. Seminars, 3 hours per week. Pedagogical Grammar: Theory, Research and Practice Models of pedagogical grammar and their relationship to theories of subsequent language acquisition. Focus on issues arising in classroom learning. Application of grammar analyses to learning/teaching situations. Survey and critique of selected Information Technology tools available for the development of grammar skills. Seminars, 3 hours per week. Oral/Aural Skills in Teaching English as a Second Language: Theory, Research and Practice Theoretical insights and research findings relevant to the pedagogy of speaking and listening, including articulatory and acoustic phonetics, computer analysis of speech, models of oral interaction and of listening comprehension, and trends in speaking/listening instruction. Canadian Language Benchmarks for speaking and listening. Seminars, 3 hours per week. Reading in Teaching English as a Second Language: Theory, Research, and Practice Models of the process and pedagogy of subsequent language reading. Practical and theoretical foundations for decisions regarding materials design and instructional methodology, including Canadian Language Benchmarks. Seminars, 3 hours per week. Writing in Teaching English as a Second Language: Theory, Research, and Practice Theoretical models of writing and instructional practices. Current issues in ESL writing research and teaching, including genre theory, contrastive rhetoric, feedback and assessment, Information Technology. Seminars, 3 hours per week. Topics in Subsequent Language Acquisition Theory and Research Critical examination of current theories and key issues in subsequent language acquisition research, from various perspectives (linguistic, psycholinguistic, sociolinguistic, etc.). Integration of theoretical models, research evidence and practice. Seminars, 3 hours per week. Independent Study Research project carried out in collaboration with a faculty member. Enrichment of theoretical knowledge in a particular area of Teaching English as a Second Language, and development of the ability to apply that knowledge practically. Note: Approval of the Graduate Committee is required for registration in this course. Supervised Practicum Class observation and supervised teaching, including planning, managing and delivering second language instruction. Seminar discussions on current conceptual knowledge (theoretical) and perceptual knowledge (practical) highlighted with reference to the subsequent language teaching and learning context. Observations and seminars, 3 hours per week. Note: Students who have previously completed LING 4P80 are not admissible. Research Issues and Methodology in Subsequent Language Education Research methods and issues in subsequent language teaching, curriculum design, professional development, student assessment, program evaluation, and related areas. Seminars, 3 hours per week. Special Issues in Applied Linguistics Selected issues in the theory and/practice of applied linguistics. Topics according to the specific areas of instructional expertise. Seminars, 3 hours per week. Major Essay Major essay, under the supervision of a faculty supervisor, on a specific issue in subsequent language teaching, curriculum design, professional development, student assessment, program evaluation, or a related area. Prerequisite: Completion of all course work; approval of the major essay topic by the supervisor. MA Research and Thesis A research project involving the preparation and defence of a thesis on a topic in subsequent language teaching, curriculum design, professional development, student assessment, program evaluation, or a related area, demonstrating capacity for independent work. Research to be conducted under the supervision of a faculty supervisor and defended at an oral examination. Prerequisite: Completion of all course work; approval of the thesis proposal by the MA Program Committee. |
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2005-2006 Graduate Calendar
Last updated: August 24, 2005 @ 08:55AM