Advising

The TESOL program is designed to assist graduate students in completing their programs in a timely fashion. However, while the faculty will assist in this process, it is the responsibility of each student to be aware of and understand University regulations as published. (MSU Graduate Rights and Responsibilities, sections 2.3.3; http://www.vps.msu.edu/SpLife/grr2.htm) All new students will be assigned an academic advisor among the faculty associated with the MA TESOL program. When you arrive on campus, you need to find out your advisor's office hours and make yourself available to meet with your advisor during those times. At the initial meeting, your advisor will work out a schedule for you for the first year of course work. At this time it is possible and appropriate to ask questions about the program so that you feel comfortable about your academic plans. In most cases, the faculty member assigned as your advisor will remain your advisor during your academic career at Michigan State University.

Course Requirements

The MA TESOL program requires that students complete 33 hours of coursework. Up to 9 graduate credits may, with approval, be transferred from other accredited institutions toward the fulfillment of these 33 credits. To have courses transferred, you must submit a petition for approval by the TESOL faculty. Below are the requirements for all students. In addition to these requirements, student must complete a thesis or certifying exam.

Prerequisites

• LIN 401 Introduction to Linguistics (This course is not counted toward the 33 credit hours)

Required Core Courses

• LLT 807 Introduction to Language Teaching Methods
  
  This course is an introduction to the teaching of English to speakers of other languages. After an introduction to some basic concepts and various historical approaches to language teaching, this course will focus on the various skills (listening, speaking, reading, and writing) with regard to theory, research, and practice. Some integrated approaches will be presented as well as some recent controversies in the field. Although this course is intended for those planning to teach English, all of the concepts presented are applicable to foreign/second language teaching in general. Assignments include classroom observation, lesson plan presentation, textbook review, research article presentation, weekly readings and responses, and a take-home final exam.

• LLT 808 Assessment for Language Teaching and Research

This is a course in language assessment methods.  It includes a discussion of classroom diagnostic and achievement assessment and program-level assessment.  The use of standardized proficiency tests is covered as well as alternative methods of assessment such as portfolios.  Basic concepts related to testing including reliability and validity are addressed.  Students will also learn about specific techniques that are useful for research purposes.

• LLT 860 (formerly 461) Introduction to Second Language Acquisition
  
  This course is an introduction to the main theories of Second Language Acquisition (SLA) and current approaches to Second Language Acquisition Research (SLAR). As a first step, the course will outline most mainstream theories including the interactionist hypothesis, nativist and environmentalist approaches, and cognitive perspectives on SLA . Factors influencing the ways in which second languages (L2s) are learned will be considered. These include age, L1, developmental level, motivation, attitude, cognitive style and the effect of formal instruction. Findings from empirical studies of these factors will be considered. A secondary emphasis of the course will be to review the way in which SLAR is carried out. Research design, data collection and analysis, and the measurement of L2 development will be addressed. Finally, the course will provide an overview of the use of tasks and the interactionist approach to carrying out second language research and will discuss current perspectives on bridging the gap between second language research and teaching. The concepts presented in this course are applicable to foreign/second language learning and teaching in general regardless of the L2 in question.

• LLT 872 Methods of Research in Language Learning and Teaching
  
  This course provides an introduction to research design in the field of second language (SL) acquisition and teaching. The main goals of the course are: (a) to develop the ability of students to critically read and assess published research, and (b) to provide students with an overview of various stages in the process of carrying out research on SL learning and teaching. The course will include such topics as the development of research questions and the generation of hypotheses, defining/describing variables, concepts such as validity and reliability, data collection procedures, data coding and analysis and basic statistical concepts. Qualitative/descriptive and quantitative research designs will both be discussed and contextualized as a function of research questions. There will be hands on practice with the interpretation of research results. Assessment will include oral and written critiques of the SL literature and hands-on practice in the planning of research and the collection, transcription, coding and analysis of data as part of a small-scale replication or pilot study project.

• LLT 846 Structures and Functions of English
  
  This course provides a description of English grammar for those planning to teach English. The course begins with a comparison of different theories of language and what language teachers can draw from these theories. This is followed by a discussion of how grammar instruction fits into current trends in language teaching and of what it means to teach grammar. The bulk of the course is a description of English grammar with discussion about how to teach grammar and how to evaluate instructional materials for ESL students. The course objectives are:
1. To have a thorough understanding of English grammar, both prescriptive and descriptive
2. To be able to explain aspects of English grammar
3. To understand what it means to teach grammar
4. To demonstrate techniques for teaching grammar
5. To evaluate grammar instruction and materials

• LLT 841 Special Topics in Language (Teaching and Learning)
  
  The focus of this class varies each year.

• LLT 895 ESL Classroom Practices
  
  This course is designed to give students the skills that they need to effectively teach in LLT 896, TESOL Practicum.  These skills will differ for each student and may include some attention to language for students whose first language is not English.  The main goal of this course is to develop and implement ESL lessons. More specifically, students will be able to:
  1. Write a lesson plan with appropriate sequencing of activities.
  2. Choose authentic spoken and written materials for a variety of levels.
  3. Develop lessons using those authentic materials while maintaining language-related objectives.
  4. Effectively manage a classroom by giving appropriate instructions and managing interaction.
  5. Give implicit and explicit feedback as problems arise.
  6. Check students’ comprehension.
  7. Assess whether or not lesson objectives are met.

• LLT 896 Practicum in TESOL
  
  In this course, students will teach 6 weeks of ESL classes that they have organized and developed the curriculum for. Before teaching, students will be involved in needs analysis and placement testing. To prepare for teaching, students will prepare and critique lesson plans, do demonstration lessons and receive feedback, and observe others teaching ESL.

Course in Linguistics

One course in linguistics beyond LIN 401. This can be satisfied by one of the following courses. In special circumstances and with approval of your advisor, other courses may count toward fulfillment of this requirement.

• LIN 424 Phonology
• LIN 434 Syntax
• LIN 437 Semantics and Pragmatics

Course in Language in Context

This requirement can be fulfilled by several courses including the following:

Elective

The remaining credits are made up of one or more electives.  Students completing a thesis, as described in the MA handbook, will take 4 credits of LLT  899 (master’s thesis research) as their elective.  Students who are teaching assistants at the English Language Center will take LLT 897 as their elective.  All other students must take a LGSAAL course (either LLT or LIN) as their elective.  It is highly recommended that you take a second LLT 841 (special topics) course as an elective if possible.

Thesis or exam requirement

All students must complete a thesis or certifying exam (also called the portfolio).  Detailed information about thesis and portfolio requirements can be found in the MA handbook accessible on the menu to the left.