MASTER of ARTS in TEACHING ENGLISH to SPEAKERS of OTHER LANGUAGES (MATESOL)

ADMISSION:

CATPrerequisite: CPE or the ESC

1. Regular Degree Applicants – An applicant with a Bachelor degree from a State-approved or regionally or nationally accredited institution.
2. Transfer Applicants - Applicants who have earned units from an  MATESOL program from a state-approved or regionally or nationally accredited institution may transfer up to six (6) semester units to Irvine University College of Education subject to evaluation of grades and courses.

(MATESOL) – PROGRAM (30 units):

(MATESOL) – GRADUATION REQUIREMENTS:

Students must complete prescribed units with a cumulative G.P.A of 3.0 or higher. Students must apply for graduation and meet all academic and financial requirements.

(MATESOL) COURSE DESCRIPTIONS:

TESOL 500 Morphology (3 units)

This course is a thorough study of word structures and processes, with problem-solving experience in the analysis of English and other languages.

TESOL 505 Phonology (3 units)

This is an advanced course dealing with the physical and cognitive description of language sound structure.

It covers speech production, the analysis of acoustic recordings, and the principles by which syllable structure, stress, and sequential constraints govern the possible forms of words.

TESOL 510 Linguistic Analysis (3 units)

This course is an analysis of the fundamental theories of linguistics and the debates of current lingual research.

TESOL 515 Second Language Acquisition (3 units)

This course provides an overview of second language acquisition; traces source and development of major trends and issues in teaching English; illustrates in practical ways how ESL/EFL teachers can incorporate these ideas in their own teaching practice. Throughout, the course links the socio-cognitive foundations of second language acquisition and their  application as relevant, realistic, and effective pedagogic practices.

TESOL 520 Grammar (3 units)

This course provides a brief introduction to the history of the English language and English grammar. It also provides a more substantial introduction to the grammar of contemporary English and the teaching of grammar for teachers of English as a second or foreign language.

TESOL 525 Current Issues in TESOL / Language Teaching (3 units)

This course is the introduction to current theory, approaches and materials for teaching listening, speaking, reading and writing; provides a framework for developing teaching and classroom management techniques for oral skills and listening.  This course covers theory and research; provides analysis of approaches, and instruction and practice in the teaching and learning of second-language reading and writing.

TESOL 530 Language Learning (3 units)

A study of psycholinguistic, sociolinguistic, neurolinguistic, and other approaches to understanding how people develop skill in a second language.

TESOL 535 History of English (3 units)

Examines Anglo-Saxon, Middle and modern forms of English in historical development and individual language systems. Includes phonology, morphology, syntax and some of the relationships of each language stage to literary expression during its era.

TESOL 540 Socio-linguistics (3 units)

This course focuses on differences between language, the functions, forms and social contexts in and out of school, the effects of dialect and culture differences on the acquisition of literacy, and the interactions learners in cross-cultural settings.

TESOL 600 Practicum (3 units)

The TESOL Practicum is a two—part program that enables students to gain real experience as a teacher. It includes a 4-week classroom observation assignment with a participating agency. For the last two weeks of the program, students will construct a classroom lesson that incorporates theories and the different disciples of teaching technique learned in the classroom as well as from textbooks and assignments. The second part of the program requires students to write a 5-page, double-spaced reflection paper of the different teaching techniques observed in the classrooms. The paper shall include what students learned, what they feel they could be improved and what elements should be incorporated to produce an alternative learning experience.  Lastly, students will demonstrate what they have learned in the classroom, textbooks and assignments in an actual classroom with a designated agency. The classroom teaching experience can be executed individually or in a team-teach format.

This course can also be satisfied by preparing a research Thesis approved by a faculty adviser.