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TEFL 300: English for Language Teachers (Elective) – (1-2) credits

The course is designed to improve students’ English proficiency with a primary emphasis on the speaking skill. The following language areas are targeted: speaking accuracy, fluency, complexity, pragmatics, and pronunciation. These areas are practiced through a variety of speaking genres including, but not limited to, a formal presentation, impromptu speech, small talk, telephone conversation, oral summary, lesson presentation, and news story. As students prepare for these and other assignments, they are expected to watch and listen to a lot of authentic material relevant to their professional and personal interests. The content of the course is tailored to MA TEFL students. Hence, the assignments in terms of content and format are closely linked to students’ academic and professional needs. One to two hours of instructor-led discussion per week.

 

TEFL 301: Introduction to TEFL Methodology (Required) – 3 credits

The course surveys language teaching approaches and methods and their underlying principles, with a particular focus on the basic questions of language acquisition and affective/cultural variables that impact on second and foreign language teaching and learning. The course provides an overview of the historical development of language teaching, addresses the roles and responsibilities of the modern language teacher, and introduces the basic concepts of motivation, learning styles and strategies, learner autonomy, course evaluation and assessment, exploring how current understanding of language learning and language acquisition informs teaching practice. Three hours of instructor-led discussion per week.

 

TEFL 302: Teaching Languages Skills I (Required) – 3 credits

This first part of a two-part language skills course introduces the underlying theories and classroom practices for teaching ESL/EFL reading, writing, listening and speaking. The course highlights the nature of literacy and oral language development, beginning language skills (phonemic awareness, phonics, pronunciation), and meaning-focused language instruction. As a foundational, practical course in the MA TEFL program, there is a focus on developing students’ technical abilities to effectively design and deliver classroom activities that target language skills and integrate them into coherent lesson plans. Three hours of instructor-led discussion per week.

 

TEFL 303: Teaching Languages Skills II (Required)  – 3 credits

Teaching Language Skills II builds on the foundational, practical skills presented in TEFL 302. Specific topics in this course include vocabulary development, fluency, comprehension, the writing process, and learning strategy instruction. The course highlights the reflective process in teacher development. Students will engage in frequent application and evaluation of various activities in microteaching and actual teaching contexts. Three hours of instructor-led discussion per week.

 

TEFL 304: Classroom Assessment (Required) – 3 credits

This course focuses on school/classroom-based assessment.  It provides the latest information on the theoretical principles of language testing and assessment and discusses the implementation of the principles in real life practices. The primary focus of the course is on language assessment in classroom context. In addition, the course provides learners with knowledge and skills required for critically examining the existing tests and selecting or developing appropriate tests for their own academic context. Three hours of instructor-led discussion per week.

 

TEFL 305: Research Methods (Required) – 3 credits

This course will lay the foundations for the students to learn about various principles and issues regarding research methods in second or foreign language teaching and classroom research. The course will look at the various viewpoint involved in research, the issues raised by quantitative and qualitative research, how the research program is to be structured and carried out, and how to report findings. Three hours of instructor-led discussion per week.

 

TEFL 306: Practicum (Required) – 3 credits

Supervised student teaching with the following goals:  improve the effectiveness of EFL teachers, consolidate the theory and practice of teaching methods covered, help student teachers develop and expand their own teaching/learning techniques, facilitate the integration of new EFL teaching methods, teach and be guided in an authentic EFL class, get constructive feedback and assistance, learn how to reflect on one’s own teaching as a means of improvement, improve time and classroom management in the EFL classroom, practice peer observation and evaluation. The course does not meet face-to-face on a regular basis.

 

TEFL 307: New Technologies in TEFL  (Elective) – 3 credits

Once viewed primarily as a domain studying computer-mediated means of learning and teaching languages, this field has expanded to include new tools such as mobile and cloud technologies, and social media. This course will survey current trends and best practices in new technologies specific to the TEFL field. It will provide an overview of related theory and practice in the areas of social media and networks, digital video and storytelling, digital games, 3D virtual worlds, mobile technologies, distance and open education, open educational resources, and cloud computing specific to TEFL. Students will engage in research, hands-on, and material development projects to enhance their practical skills of using technologies for teaching purposes. They will also learn how to harness the strengths of new technologies to become life-long learners in their profession. Students are expected to be conversant in Internet and basics of second language acquisition. Three hours of instructor-led discussion per week.

 

TEFL 308: English for Specific Purposes (Elective) – 3 credits

With the growing interest in teaching English for specific purposes (ESP) around the world and Armenia where almost all non-English major students study English through ESP programs, it is imperative that MA TEFL graduates develop a sound knowledge of the field. This course introduces students to many areas of ESP including English for academic purposes and English for occupational purposes. The course helps students understand and apply ESP principles to serve the needs of the society. Three hours of instructor-led discussion and experiential learning per week.

 

TEFL 309: Curriculum Design (Required) – 3 credits

This course will help students to develop a deeper understanding of the principles and procedures that inform current practices in language curriculum design, how they impact classroom pedagogies and shape materials development. TE 308 will also equip students with a variety of theoretical resources and insights for the formulation and implementation of appropriate language courses.  Students will gain insight into EGP (English for General Purposes) and ESP (English for Specific Purposes).  ESP includes many areas such as EAP (English for academic purposes), EOP (English for occupational purposes), EST (English for science and technology), etc.  Finally, the course will enable students to develop a critical view of curriculum design as it relates to Armenia’s EFL context. Three hours of instructor-led discussion per week.

 

TEFL 310: Teaching Internship (Required) – 3 credits

Students enrolled in TE 310 will teach a group of students independently.  During that time, they will function as independent teachers and operate as the main teachers in their class.  During their Teaching Internships, MA TEFL students will:  1) Teach a group of students independently, 2) Receive supervision and support from their Faculty Mentor, 3) Benefit from class observations by their Faculty Mentor, 4) Develop supplemental teaching materials to accompany textbook, 5) Craft their own lesson plans, 6) Design their own classroom tests and quizzes, 7) Develop their own teaching materials, 8) Compile a teaching portfolio. This course does not meet face-to-face on a regular basis.

 

TEFL 311: Vocabulary Teaching and Learning (Elective) – 3 credits

This course provides students with insights regarding both vocabulary learning research as well as best practice in vocabulary teaching. Both are supported through a corpus-linguistic approach and hands-on activities in the classroom. In addition, the course reviews current research and standards regarding vocabulary assessment. Examples and materials pertain to teaching English as a second or foreign language. Three hours of instructor-led discussion and experiential learning per week. 

 

TEFL 312: Teaching Test Preparation Courses (Elective) – 1 credit

The objective of TEFL 312 is to help students become successful test preparation teachers. The course presents key features of major English language proficiency tests and prepares students to design and teach test preparation classes. While the course introduces tips and strategies to prepare English learners for proficiency tests, emphasis is placed on teaching the language and skills through materials and activities based on communicative language teaching principles. Fifteen instructional hours based on instructor-led discussion.

 

TEFL 314: Teaching English to Young Learners (Elective) – 3 credits

This course introduces students to theoretical principles and current practices of teaching and assessing learners of English starting from preschool until teenage years. The course also covers fundamentals of bi- and multi-lingual education. Practical course assignments include observations, material development, and teaching. Three hours of instructor-led discussion per week.

 

TEFL 315: Teaching Armenian to Non-native Speakers (Elective) – 1 credit

This course promotes the development of reflective and knowledgeable professionals prepared to teach Armenian as a second or foreign language in a variety of instructional settings. Students learn to apply their linguistic and cultural knowledge of Armenian and effectively address the needs of learners from culturally and linguistically diverse backgrounds. The course explores current practices of teaching Armenian as a second or foreign language, helps students evaluate existing curricula and apply their pedagogical competence to develop their own materials. Fifteen instructional hours based on instructor-led discussion.

 

TEFL 320: Introduction to Language (Required) – 3 credits

An introduction to language in all its aspects as studied in the field of linguistics, including a focused concentration of how this approach relates to language education. This course explores biological, historical, and social/cultural aspects of language, and then addresses the system of language, looking at phonology, morphology, syntax, semantics, pragmatics, and discourse analysis. It covers most areas of linguistics at the introductory level, familiarizing students with general principles and key vocabulary in these areas, and exploring the relationship between the study of linguistics and language teaching. Three hours of instructor-led discussion per week.

 

TEFL 321: English Grammar: Structure and Pedagogy (Required) – 3 credits

This course studies English sentence structure – morphology, syntax, and semantics – as it relates to the teaching and testing of ‘grammar’. The students examine the sentence level grammar of English in terms of both the forms and functions of basic grammatical elements. Thus, the focus is largely on syntax and semantics, with phonological and morphological aspects of sentence level grammar considered as necessary for the fullest understanding of the structure of English. The consideration of the functions of grammatical elements requires some consideration of discourse and how grammar plays a role in creating discursive structures in longer texts. In addition, the students also learn to develop their own lesson plans and materials for teaching grammar consistent with contemporary theory and the need to focus on form within a meaning-based or communicative approach. Three hours of instructor-led discussion per week.

 

TEFL 323: Second Language Acquisition (Required) – 3 credits

This course explores the various theories that scholars and researchers have put forward concerning second language acquisition, or how people learn languages.  Since it is language learning that is being examined, it is important to understand what language is.  Linguistics explores this question, and hence, this course draws to some extent on insights from linguistics.  In addition, as people and learning have both social and psychological dimensions, the course also draws on insights from sociology and psychology.  In other words, SLA is an inter-disciplinary subject that draws on all three disciplines, as well as the sub-disciplines and research areas that inter-relate them. Three hours of instructor-led discussion per week.

 

TEFL 327: Leadership and Management in Language Teaching (Elective) – 1 credit

The role of leadership and management in the arena of English teaching has greatly expanded in the past twenty years, influenced by the growing acceptance of management principles. This development makes the topic highly relevant to MA TEFL students, some of whom will be required to manage language programs or schools. This course places emphasis on quality, efficiency, economic sustainability, accountability to stakeholders and a focus on service. Students will familiarize themselves with these principles and the matching practices. Fifteen instructional hours based on instructor-led discussion.

 

 

ENVS 305 /TEFL 330 – Endangered Languages and Biodiversity (Elective) – 1 credit (satisfies 1 credit environmental requirement)

“About 70 percent of all languages currently spoken on Earth occur in approximately one-fourth of the planet’s land area (excluding Antarctica) that is designated as a Biodiversity Hotspot or High Biodiversity Wilderness Area. As is the case with species occurring in the biodiversity regions, many of the languages spoken in the Hotspots and High Biodiversity Wilderness Areas are unique to individual regions, thereby marking the sole opportunities to maintain them. Moreover, many of the languages occurring in these regions are spoken by small numbers of people indicating that much of the linguistic diversity (and, by implication, cultural diversity) currently present in biodiversity regions is in danger of disappearing in the foreseeable future due to the high vulnerability of small groups to changes in their cultural systems and environments amid rapid globalization” (from:  http://users.ox.ac.uk/~romaine/lingbiodiversity.html). Through readings, class materials and lectures, this course introduces students to Earth’s Biodiversity Hotspots and the linguistic and cultural groups that live in these hotspots. The course is co-taught by ACE and TEFL and sensitizes students to current linguistic and biodiversity issues.

 

TEFL 340: Special Topics in Applied Linguistics (Elective) – 3 credits

Content will vary (to be announced later).  For information, please contact the MA TEFL Program.

 

TEFL 341: Special Topics in TEFL (Elective)

Content will vary (to be announced later).  For information, please contact the MA TEFL Program.

 

TEFL 390: Independent Study in TEFL/AL (Elective – may be repeated for a total of 6 credits)

 

TEFL 391 Capstone Preparation (Required for Thesis and Design project writers) – 3 credits

Students enrolled in TEFL 391 must meet with their Capstone Committee or adviser on a regular basis during the semester, to discuss their proposals and report on details about their MA capstone. Students will only meet a few times as a class. At the end of the semester, students will write a proposal for their capstone and present it in class for feedback and discussion. The course does not meet face-to-face on a regular basis.

 

TEFL 392 Capstone Project (Required for Thesis and Design project students) – 1 credits

This is the second part of the MA TEFL capstone. During the semester, students will complete the capstone that they proposed in TEFL 391. In the process, they will have a few face-to-face class sessions, meet with their Capstone Committee or adviser on a regular basis, and write an MA Thesis or MA Design Project. In addition to the written work, students will present their final capstone publicly. The course does not meet face-to-face on a regular basis.

 

TEFL 393 Comprehensive Examinations (Required for Comprehensive exam takers) – 3 credits

Students enrolled in TEFL 393 prepare for Comprehensive Exams, one of the capstone options available for MA TEFL students. Comprehensive Exams consist of examination sessions administered over two days. They take place on campus and are scheduled in the students’ last term of study at AUA. Students attend an initial orientation session, receive detailed exam guidelines, including dates, times, and location of the comprehensive exams, a reading list, and sample exam questions. This course does not meet face-to-face on a regular basis, but will include an initial meeting and additional sessions as needed. Students are strongly encouraged to form study groups and use all the materials provided to them to prepare for the comprehensive exams.