Last updated: January 9, 2007 @ 02:22PM
Applied Linguistics (Teaching English as a Subsequent Language)
Master of Arts in Applied Linguistics (TESL)
Faculty Dean
Rosemary Drage Hale
Faculty of Humanities
Faculty Associate Dean
John Sainsbury
Faculty of Humanities
Graduate Faculty
Professor
John Sivell (Applied Linguistics)
Associate Professors
Thomas S. C. Farrell (Applied Linguistics), Cheng Luo (Applied Linguistics), Hedy McGarrell (Applied Linguistics)
Assistant Professor
Deborah Yeager-Woodhouse (Applied Linguistics)
Graduate Program Director
tfarrell@brocku.ca
Administrative Assistant, MA Applied Linguistics (TESL)
Sarah Gibney
905-688-5550, extension 5165
Mackenzie Chown D450D
sgibney@brocku.ca
http://www.brocku.ca/appliedlinguistics/
Program Description
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.
There are two program options: a 12-month Direct Entry Program and a special 15-month Bridged Entry Program especially for English as a Subsequent language students. The Bridged Entry Program includes a summer bridging segment (LING 5N01, LING 5N02 and LING 5N02) as well as academic writing mentoring throughout the academic year. However, all of the students, in both programs, choose courses from the same course bank and all study together in the same classes. Students admitted into the Direct Entry Program but lacking adequate linguistic and/or TESL background may also take the bridging course LING 5N03.
Both the Direct Entry and the Bridged Entry have two routes: the TESL Ontario Certification Route and the General Route. The Certification Route includes the Supervised Practicum (LING 5P80) required for TESL Ontario certification.
Candidates entering the Direct 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.
Applicants admitted into the Bridged 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).
Admission Requirements
Successful completion of an Honours Bachelor's degree, or equivalent, in a relevant discipline with a minimum overall average of 75%. Applicants must supply a statement outlining their research background, interests and goals.
Direct Entry Program
Native speakers of English and others with a close to native-like command of English should apply for admission to the Direct Entry Program, provided they also have the relevant academic background outlined. Applicants should have an undergraduate background in English, English Linguistics, TESL, 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). Applicants with ESL/EFL teaching experience as well as excellent language skills and a relevant academic background are likely to be particularly strong candidates.
Application is through the Brock University Graduate Web application found at: http://www.brocku.ca/gradstudies/admissions/
Bridged Entry Program
Non-native speakers of English with at least the minimum language scores indicated below, and with some TESL-relevant undergraduate courses but not a strong concentration in the area (at least three or four applicable courses) may apply for admission to the Bridged Entry Program, in which the summer bridging session includes review and reinforcement of TESL-content-area themes, and the year-round academic writing mentoring assists students in their academic writing.
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, 260 CBT or 100 iBT (with a TWE of 5.0 or above and a TSE of 55 or above); or 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. Applicants who submit TOEFL, IELTS, or ITELP scores may be asked to write a Writing Sample as well as complete an oral interview.
The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates.
Part-time students will be admitted only in exceptional circumstances.
Even with excellent language skills, applicants without such a through undergraduate grounding in TESL-relevant courses are very unlikely to be admitted to the Direct 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 Program Director, applying for the TESL Certificate program also offered by the Department of Applied Linguistics. TESL Certificate graduates with a strong 'B' average (mid-70's or higher) are well-placed to apply for admission to the MA-level study of TESL at Brock or elsewhere.
Application is through the program paper application found at: http://www.brocku.ca/appliedlinguistics/matesl.php
Degree Requirements
Students will consult with the Graduate Program Director 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.
Scheme A: Course Work and Thesis
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
Scheme B: Course Work and Major Essay
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 LearningLING 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 PracticeLING
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
Course Descriptions
Note: Not all courses are offered in every session. Students must have their course selections approved by the Graduate Program Director each term. Refer to the Timetable for scheduling information:
http://www.brocku.ca/registrar/guides/grad/timetable/terms.php
LING 5F89
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.
LING 5F90
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.
LING 5N01
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.
LING 5N02
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.
LING 5N03
Fundamentals in Applied Linguistics
Brief introduction to various aspects of applied linguistics as preliminaries to credit course work, including basic concepts, terms, definitions and methodology in language teaching and learning, skill development, professional development and research methodology.
LING 5P00
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.
LING 5P01
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.
LING 5P02
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.
LING 5P03
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 models of oral interaction and of listening comprehension, and trends in speaking/listening instruction. Canadian Language Benchmarks for speaking and listening.
LING 5P04
Reading in Teaching English as a Second Language: Theory, Research, and Practice
Models of the process and pedagogy of subsequent language reading. Canadian Language Benchmarks and LING curriculum guidelines. Practical and theoretical foundations for decisions regarding materials design, instructional methodology, and testing.
LING 5P05
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, assessment and critique of assessment tools (e.g. CLBs, IELTS), Information Technology.
LING 5P07
Second 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.
LING 5P10
Independent Study
Research project carried out in collaboration with a faculty member. Enrichment of theoretical knowledge in a particular area of TESL, and development of the ability to apply that knowledge practically.
Note: Approval of the Graduate Committee is required for registration in this course.
LING 5P85
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.
LING 5V60-5V69
Special Issues in Applied Linguistics
Selected issues in the theory and/practice of applied linguistics. Topics according to the specific areas of instructional expertise.