Applied Linguistics (Teaching English as a Subsequent Language) |
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Master of Arts in Applied Linguistics (TESL) Dean Rosemary Drage Hale Faculty of Humanities Associate Dean John Sainsbury Faculty of Humanities Graduate Faculty Professor Thomas S. C. Farrell (Applied Linguistics), Hedy McGarrell (Applied Linguistics), John Sivell (Applied Linguistics) Associate Professors Cheng Luo (Applied Linguistics) Assistant Professor David Hayes (Applied Linguistics), Deborah Yeager-Woodhouse (Applied Linguistics Graduate Program Director Thomas S.C. Farrell Administrative Assistant, MA Applied Linguistics (TESL) Sarah Gibney 905-688-5550, extension 5165 Mackenzie Chown D450D |
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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. 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 dynamic program will be well prepared as Teaching English as a Subsequent Language professionals practising in Canada or abroad and those who have completed a thesis will be well prepared 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 students for whom English is a subsequent language. The Bridged Entry Program includes a non-credit summer bridging segment (LING 5N01, LING 5N02 and LING 5N03) as well as academic writing mentoring throughout the academic year. However, all students, in both programs, choose courses from the same course bank and all study the credit courses together in the same classes. 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. |
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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. Native speakers of English and others with a close to native-like command of English as determined by test scores (below) should apply for admission to the Direct Entry Program, provided they also have the relevant academic background outlined. Applicants should have an honours (or equivalent) 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). Such a background will prepare candidates to apply for admission to the Direct Entry Program, provided their 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. Strong English language skills are essentialfor all applicants; 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 PBT, 250 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 must also submit a Writing Sample and may be asked to 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 thorough 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 undergraduate 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. |
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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 as advised by the Graduate Program Director. Bridged entry students may only complete Scheme B. 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. 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 LING5P07 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 Major Essay LING 5F89 Major Essay |
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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 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. Academic and Cultural Orientation for International Graduate Students in Applied Linguistics I Academic and cultural orientation appropriate to academic context. Foundations of advanced academic skills in library research, note-taking, essay writing, seminar and workshop presentations, based on concepts and terminology in Applied Linguistics. Guidance in individual and group assignments. Academic and Cultural Orientation for International Graduate Students in Applied Linguistics II Development of academic skills in preparation for credit work at the MA level; special emphasis on academic writing skills on topics related to Applied Linguistics. Guidance on individual assignments. Practice with electronic library databases and sources. Academic and Cultural Orientation for International Graduate Students in Applied Linguistics III Continued preparation of academic skills, especially research, note-taking and writing skills, as relevant to Applied Linguistics/Teaching English as a Subsequent Language in preparation for MA work. 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. 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. Oral/Aural Skills in Teaching English as a 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. Reading in Teaching English as a Subsequent 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. Writing in Teaching English as a Subsequent 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. 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. 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. 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. Special Topics in Applied Linguistics Selected issues or topics in the theory and practice of applied linguistics according to the specific areas of instructional expertise. |
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2007-2008 Graduate Calendar
Last updated: January 22, 2008 @ 12:04PM