WL ED 400
Foundations of Language in Second Language Teaching
(3 credits)
本课程旨在帮助第二语言教师批判性地理解第二语言习得和教学的基本概念和原则. 本课程的核心是从第一语言和第二语言习得的主要理论出发,阐述语言习得的过程,并介绍和讨论这些主要理论中的常见问题.
Within a field experience setting, 学生将探讨由第一语言和第二语言习得理论衍生和暗示的语言教学方法. 本课程要求实地经验、小组反思和自我批判. Participants are expected to complete the required readings, have experienced an ESL classroom, review a textbook, and develop a professional growth portfolio including the four domains stated in the Penn State model of Teacher Preparation (planning and preparing for student learning; teaching, inquiring and analyzing learning and teaching; and professionalism).
WL ED 444
Language, Culture, and the Classroom (3 credits)
This course will examine issues of language and culture in the classroom. 重点将放在发展跨文化能力(在课堂上,与家庭等).). 本课程旨在让参与者有机会反思语言和文化在少数民族学生学习经验中的相互影响. 随着教育工作者开始批判性地思考如何提取学生拥有的丰富知识,它将探索文化和语言多样化的学生资产.
WL ED 483
评估英语学习者的学校表现和课程(3学分)
From an ESL assessment perspective, 重点是开发和使用多种语言能力水平/阶段的多重评估, acquisition, and social and subject matter learning. PDE approved assessment, 课程和教学适应评估和评价ESL学生, 制定和使用ESL/个性化教育计划(IEP)和管理, scoring, 强调使用五种经批准的PDE ESL评估工具进行口译和课堂使用. 本课程将重点介绍学校为ESL学生提供的支持服务,如:“入学”或初步筛选, LEA systems for ESL students "at risk" of learning problems, Instructional Support Teams (IST), 学校在IST/人员配置方面保护ESL学生的支持政策, LEA models for providing instruction in inclusive settings. 本课程还将研究协助这些服务的支持服务. 将解释使用PDE批准的ESL学生评估工具的项目评估模型. 课程参与者面临的挑战是开发ESL课程评估模型或扩展/改进他们目前使用的LEA ESL模型.
APLNG 493
Teaching English as a Second Language (3 credits)
本课程的重点是向说其他语言的人教授英语. Specifically, 本课程探讨了教师作为教学学习者的多维性, the contexts within which teaching occurs, and the activities and content of second language teaching and learning. Throughout the semester, students engage in a range of theoretical, pedagogical, and reflective activities that will enable them to: 1) understand their own beliefs and knowledge about beliefs in the classroom practices; 2) recognize the highly situated and interpretative processes involved in language teaching and be able to reflect on, critically analyze, and evaluate their own teaching practices; 3) become sensitive to the complex social, cultural, political, and institutional factors that affect language teaching and students' language learning; 4) come to recognize students' strengths and development as learners and language learners; 5) understand subject matter content from an instructional perspective and learn to anticipate areas that may require additional instructional support; 6) use their knowledge of theory to inform their instructional practices; 7) participate in professional collaborations with other teachers as they learn about language teachers, language teaching, and language learning.
APLNG 484
Functional Discourse Grammar (3 credits)
本课程旨在通过语言分析的功能/语篇分析方法提供英语语言结构的概述. 从语法和语法形式与说话者的立场错综复杂的关系来看,语法被认为是整体的和动态的, cognition, and interaction. That is, when speakers use certain forms of grammar (in any language), they are generally making choices over other possible forms. In addition, 本课程探讨了这种选择背后的动机类型,并将研究这种语法方法如何应用于英语(和其他语言)作为第二语言或外语的教学.