Last updated: July 11, 2019 @ 09:13AM
Applied Linguistics
Master of Arts in Applied Linguistics (TESL)
Field of Specialization
Teaching English as a Subsequent Language
Dean
Ingrid Makus
Faculty of Social Sciences
Acting Associate Dean
Dawn Zinga
Faculty of Social Sciences
Core Faculty
Professors
Thomas S. C. Farrell (Applied Linguistics),Gary Libben (Applied Linguistics), Hedy McGarrell (Applied Linguistics), Ron Thomson (Applied Linguistics)
Associate Professors
Cheng Luo (Applied Linguistics), David Hayes (Applied Linguistics)
Assistant Professor
Andrew Lee (Applied Linguistics)
Graduate Program Director
Ron Thomson
ron.thomson@brocku.ca
Graduate Program Assistant
Mae Leong
905-688-5550, extension 5165
Mackenzie Chown C414
gradapplingtesl@brocku.ca
https://brocku.ca/tesl
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. 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 working 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 unique 14-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) 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 students study the credit courses together in the same classes.
Candidates entering the Direct Entry Program should anticipate commencing courses in early September. Course work will normally be completed by the end of April, with the major research paper to be completed by the end of August (3 terms). Thesis-route students will normally complete the degree by the end of December (4 terms).
Applicants admitted into the Bridged Entry Program should anticipate commencing the bridging session in the month of July, with regular credit courses beginning in the following September. Course work will normally be completed by the end of April, with the major research paper finished by the end of August. Thus, the time commitment will be approximately 14 months.
The Applied Linguistics - Bridged Entry program is not eligible for OSAP funding. For more information contact the Student Awards and Financial Aid Office at safa@brocku.ca.
Admission Requirements
Successful completion of a four year Bachelor's degree, or equivalent, in a relevant discipline with a minimum average of 75%. Applicants who do not meet the minimum requirements for admission, who believe they may be eligible for admission, should contact the Graduate Program Director to discuss their admission qualifications.
Applicants should have a four year Bachelor's degree (or equivalent) undergraduate background which includes English linguistics, TESL, or a comparable field, with courses 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 related to ESL learning; ESL teaching methodology; or ESL practice teaching). Applicants without the required subject background at the undergraduate level, but with a minimum overall average of 75%, may be admitted if they show strong academic performance on a graduate certificate in TESL from a recognized university and have relevant teaching experience.
Strong English language skills are essential for all applicants.
For Direct Entry, candidates whose first language is not English and who have not completed 3 or more years of full-time study at a Canadian post-secondary institution are required to provide proof of English language proficiency as follows: TOEFL PBT 630/CBT 267/iBT 109, TWE 5.5 and TSE 55, or IELTS 8 and writing band 8, (no individual score under 7.5).
For Bridged Entry, the following English language proficiency scores are required: TOEFL PBT 550/CBT 213/iBT 80, TWE 4.5 and TSE 45, IELTS 6.5 and writing band 6.5, (no individual score under 5.5).
Applicants who submit TOEFL or IELTS, scores may be asked to submit a writing sample.
Even with excellent language skills, applicants without 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 or higher) are well-placed to apply for admission to the MA-level study of TESL at Brock or elsewhere.
Certificate in Teaching English as a Subsequent/Foreign Language:
https://brocku.ca/webcal/2019/undergrad/apli.html#sec25
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.
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 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 Graduate Program Committee.
Scheme A: Course Work and Thesis
Students must successfully complete the two core courses, and a minimum of two additional courses, as determined in consultation with the supervisor and Graduate Program Director, and the MA thesis.
Core Courses
LING 5P07 Topics in Subsequent Language Acquisition Theory and Research
LING 5P85 Research Issues and Methodology in Subsequent Language Acquisition
Additional Courses (minimum of two of the following, in consultation with the supervisor and Graduate Program Director), depending on availability.
LING 5P00 Foundations of Language Teaching and Learning
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 Subsequent Language: Theory, Research and Practice
LING 5P04 Reading in Teaching English as a Subsequent Language: Theory, Research and Practice
LING 5P05 Writing in Teaching English as a Subsequent Language: Theory, Research and Practice
LING 5P08 Vocabulary: Theory, Research and Practice
LING 5P10 Independent Study (approval of the Graduate Committee required)
LING 5P60 Teaching English to Young Learners
LING 5V60-69 Special Topics in Applied Linguistics
Thesis
LING 5F90 MA Research and Thesis
Scheme B: Course Work and Major Research Paper
Students must successfully complete the two core courses, six additional courses, and the major research paper.
Core Courses
LING 5P07 Topics in Subsequent Language Acquisition Theory and Research
LING 5P85 Research Issues and Methodology in Subsequent Language Acquisition
Additional Courses (six of the following, not all courses are offered every year)
LING 5P00 Foundations of Language Teaching and Learning
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 Subsequent Language: Theory, Research and Practice
LING 5P04 Reading in Teaching English as a Subsequent Language: Theory, Research and Practice
LING 5P05 Writing in Teaching English as a Subsequent Language: Theory, Research and Practice
LING 5P08 Vocabulary: Theory, Research and Practice
LING 5P10 Independent Study (approval of the Graduate Committee required)
LING 5P60 Teaching English to Young Learners
LING 5V60-69 Special Issues in Applied Linguistics
Major Research Paper
LING 5F89 Major Research Paper
Course Descriptions
Note that not all courses are offered in every session. Refer to the applicable timetable for details.
Students must check to ensure that prerequisites are met. Students may be deregistered, at the request of the instructor, from any course for which prerequisites and/or restrictions have not been met.
LING 5F89
Major Research Paper
Major Research Paper, 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 Research Paper 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(s): Completion of all course work; approval of the thesis proposal by the MA Program Committee.
LING 5N01
Academic and Cultural Orientation for Bridged Graduate Students in Applied Linguistics
Academic and cultural orientation appropriate to academic context. Foundations and development 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. Familiarization with and use of electronic library databases and other e-resources.
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 Subsequent 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
Practical and theoretical foundations for decisions regarding materials design and instructional methodology, including genre theory, contrastive rhetoric, feedback and assessment, Information Technology.
LING 5P05
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.
LING 5P06
Topics in Subsequent Language Acquisition and Learning
Critical examination of current theories in subsequent language acquisition and learning and applications to practice worldwide. Topics may include cognitive mechanisms and social factors (e.g., individuals and language identity) in subsequent language acquisition and learning, speech communities, interlanguage, and issues in subsequent language policy and planning.
Restriction: Only open to students who possess a four-year undergraduate degree in any discipline.
Prerequisite(s): Prerequisite(s): LING 1F94 or permission of the Chair.
LING 5P07
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.
LING 5P08
Vocabulary: Theory, Research and Practice
Theoretical models and research findings regarding how words are represented and processed in the mind. Focus will be on the consequences of research findings for second language acquisition, bilingualism, and the teaching and learning of English as a Second Language.
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 5P40
Language Testing
Language Testing Theories and practices of language testing in research and teaching. Focus on critical analysis and evaluation of psychometric and pragmatic tests through item analysis and/or latent trait measurement.
Restriction: Only open to students who possess a four-year undergraduate degree in any discipline.
Prerequisite(s): Prerequisite(s): LING 1F94 or permission of the Chair.
LING 5P41
Bilingualism
Linguistic and constraints on mixing and code-switching, the organization of the bilingual lexicon, language processing in bilinguals, language attrition.
Restriction: Restriction: Only open to students who possess a four-year undergraduate degree in any discipline.
Prerequisite(s): Prerequisite(s): LING 1F94 or PSYC 1F90.
LING 5P60
Teaching English to Young Learners
Theoretical insights and research findings relevant to ESL pedagogy of young learners as applicable to classroom teaching in both Canadian and international contexts.
LING 5P80
Supervised Teaching
Classroom observation, and planning, managing and delivering subsequent language instruction. Discussions on current conceptual knowledge (theoretical) and perceptual knowledge (practical) highlighted with reference to the subsequent language teaching and learning context.
Restriction: Only open to students who possess a four-year undergraduate degree in any discipline.
Prerequisite(s): LING 4P82 or 5P82; LING 4P83 or LING 5P83 or similar credit courses in TESL methodology from another university.
Note: Placements will be arranged for observations and practice teaching.
LING 5P81
Reflective Practicum
Supervised class observation of lesson planning, teaching and evaluation. Issues related to subsequent language teaching in diverse contexts.Lectures, seminar,
Restriction: Only open to students who possess a four-year undergraduate degree in any discipline.
Prerequisite(s): LING 4P82 or 5P82; LING 4P83 or LING 5P83 or similar credit courses in TESL methodology from another university.
LING 5P82
Teaching Listening and Speaking in a Subsequent Language
Theories of and issues in the development of oral language processing in a subsequent language. Canadian Language Benchmarks. Implications and applications for selected teaching and learning situations.Lectures.
Restriction: Only open to students who possess a four-year undergraduate degree in any discipline.
Prerequisite(s): Prerequisite(s): LING 1F94 or permission of the Chair.
LING 5P83
Teaching Reading and Writing in a Subsequent Language
Selected theories and models underlying reading and writing ability. Their relationship to the concept of grammar and influence on inter-language development. Canadian Language Benchmarks. Implications and applications for selected teaching and learning situations.
Restriction: Restriction: Only open to students who possess a four-year undergraduate degree in any discipline.
Prerequisite(s): Prerequisite(s): LING 1F94 or permission of the Chair.
LING 5P85
Research Issues and Methodology in Subsequent Language Acquisition
Research methods and issues in subsequent language teaching, curriculum design, professional development, student assessment, program evaluation, and related areas.
LING 5V60-5V69
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.