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An exploration of theory and practice issues related to foreign language teaching. Inquiry into proficiency-oriented instruction, innovative methodological approaches, the National Standards and learning scenarios, integrating culture, options for testing and assessment, content-based instruction, the role of grammar in second language acquisition, teaching foreign language students with learning disabilities, and Foreign Language in the Elementary School (FLES) in North Carolina. Students will examine case studies related to these topics and engage in a classroom action research project.

Prerequisite: Graduate standing

Typically offered in Fall and Summer

Hands-on experience in appropriately selecting and applying a number of instructional technologies to foreign language teaching and learning in relation to the current National Standards. Analysis and use of effective technology tools including hardware, software, and courseware. Emphasis will be on the application of Technology-Enhanced Language Learning (TELL) as it integrates the National Standards' goals of Communication, Cultures, Connections, Comparisons, and Communities.

Restriction: Graduate standing; NC Initial/A licensure in French, Spanish or ESL

Typically offered in Summer only

Principles of second language acquisition and foreign language pedagogy. Examination of problematic concepts in teaching Spanish and French. Thorough treatment of instructional technology appropriate to foreign language teaching and learning. Regular observation of practicing instructors and micro-teaching in college-level Spanish or French classes. Credit not given for both ¹ó³¢Ìý507 and either FL/·¡°ä±õÌý505 or FL/ECI 506. Course taught in English. Required for new FLL Teaching Assistants.

Prerequisite: Graduate status

Typically offered in Fall only

This course introduces students to the objectives, methods, and findings of research investigating how classroom learners acquire French and Spanish as a second language. It examines specific features of French and Spanish interlanguage including: grammatical gender, copular ser/estar and idiomatic uses of etre/avoir, pronominalization, verbal systems, and longitudinal/cross-sections studies of interlanguage development. Course content bridges the gap between second language acquisition research, foreign language teaching methodology courses, and curriculum implementation. Graduate standing or consent of instructor required.

Prerequisite: Graduate Standing or Permission of the Instructor

Typically offered in Spring only

Study of the diachronic nature of language and the phonological, morphological, syntactic, and semantic features of English in relation to other world language groups. Application of linguistic principles to the ESL classroom. Analysis of common errors in grammar due to first language interference. Discussion of teaching strategies based on current research in second-language acquisition. Credit will not be given for both ¹ó³¢Ìý424 and ¹ó³¢Ìý524.

Typically offered in Spring only

Methodologies and current approaches to teaching English as a Second Language. Techniques and strategies for teaching reading, writing, listening, speaking and culture. Selection, adaptation, and creation of instructional materials for various levels of proficiency and teaching situations. Evaluation and assessment of written and oral language proficiency through standardized and non-standardized assessment tools. Students cannot receive credit for both FL/·¡°ä±õÌý427 and FL/·¡°ä±õÌý527.

Typically offered in Fall only

Students will explore current theory and research in second language writing. Topics include intercultural rhetoric, second language writing curriculum, first language grammar interference, and the development of academic vocabulary. Students will learn innovative teaching strategies and activities that help multilingual writers practice writing across genres and disciplines.

Restriction: Graduate Standing

Typically offered in Fall only

Examination of the complexity of multiculturalism in American society and the challenges faced by immigrant families in adapting to U.S. institutions. Emphasis on understanding historical, legal, cultural and pedagogical issues with respect to learning English as a new language [ENL]. Students cannot receive credit for both FL/·¡°ä±õÌý436 and FL/·¡°ä±õÌý536.

GEP U.S. Diversity, Equity, and Inclusion, GEP U.S. Diversity

Typically offered in Fall and Spring

This course provides an overview of three main aspects of teaching a new language: planning, instructing, and assessing. Students will examine the most common types of curricula and practice syllabus design, lesson planning, and assessments. They will explore the characteristics of different types of language learners (e.g., young learners, post-secondary adults, immigrants, etc.) and their motivation for learning a new language. Students will practice a variety of communicative, collaborative activities for all levels and contexts.

Prerequisite: Graduate Standing

Typically offered in Spring only

Rotating topics in world literature, including treatment of the subject's theoretical or methodological framework. Possible subjects: colonialism and literature; orality and literature; the Renaissance; the Enlightenment; translation; comparison ofNorth and South American literatures; African literary traditions; post-modernism and gender. Readings in English (original languages encouraged but not required).

Typically offered in Spring only

A concentrated study of a special period, author or genre to be determined as needed in the departmental program.

Detailed investigation to research, write, and present a research project of selected topics in Teaching English to Speakers of Other Languages (TESOL). Topic and mode of study to be determined in consultation with student's project advisory committee.

Typically offered in Fall, Spring, and Summer