Linguistic-related Courses. Spanish Linguistics Courses. Other Linguistics or Language-related Courses

Transcription

1 Linguistic-related Courses Spanish Linguistics Courses SPN 242 INTRODUCTION TO SPANISH LINGUISTICS (UNDERGRADUATE) Introduction to sounds, structure, history, and dialects of Spanish. Strongly recommended for students planning to take SPN 352 "Spanish Phonology and Phoentics." SPN 351 SPANISH IN THE U.S. (UNDERGRADUATE) SPN 451 SPANISH IN THE U.S. (GRADUATE) An introduction to the varieties of Spanish spoken in the U.S. Includes code-switching, language maintenance and language policy. SPN 352 SPANISH PHONOLOGY AND PHONETICS (UNDERGRADUATE) SPN 452 SPANISH PHONOLOGY AND PHONETICS (GRADUATE) An in-depth study of the language's sound system and intensive pronunciation practice. SPN 391 SOCIOLINGUISTICS OF HERITAGE LANGUAGE LITERACY (UNDERGRADUATE) This course explores the sociolinguistic issues related to gaining literacy in a heritage language, specifically, Spanish. This is a Junior Year Experiential Learning (JRYR) course, and as such requires 25 hours of service. Other Linguistics or Language-related Courses ABD 212 INTERCULTURAL COMMUNICATION (UNDERGRADUATE) Examines the role culture plays in interethnic and international communication. Explores differences and similarities in cultural values and communication behaviors between and among diverse cultures and develops cultural competence. Critiques stereotypes and increases cultural sensitivity. ASL 352 ASL LINGUISTICS (UNDERGRADUATE) This course provides an introductory overview and comparison of the major linguistic structures of American Sign Language. Includes: morphology, syntax, discourse stucture and sociolinguistics. ANT 106 LANGUAGE AND CULTURE (UNDERGRADUATE) Definitions and features of language and communication, and their relationship to thought and culture. Topics include the classification of languages, language acquisition, linguistic variation, language communities, multilingualism, performance, and variability of language use. ANT 317 LANGUAGE, POWER AND IDENTITY (UNDERGRADUATE) Explores how communication patterns vary cross-culturally. Examines how the language people speak shapes their worldview and their ways of interacting with each other. Students learn basic techniques of analyzing conversations. BBE 305 THEORETICAL FOUNDATIONS IN BILINGUAL EARLY CHILDHOOD DEVELOPMENT (UNDERGRADUATE) (4 credits) This course is designed to equip bilingual childhood teachers with the knowledge and philosophy to work effectively in the education of early childhood language minority students in the context of bilingual/esl programs. The course will explore the historical, socio-political and legal foundations of bilingual education programs in the United States. It will examine different models of language education programs: immersion, ESL pullout, transitional bilingual education, maintenance bilingual, enrichment or dual language. It will also address psycholinguistic and sociolinguistic principles upon which they are based. BBE 306 FOUNDATIONS OF ENGLISH AS SECOND LANGUAGE INSTRUCTION IN EARLY CHILDHOOD EDUCATION (UNDERGRADUATE) Candidates explore English as a Second Language (ESL), theory and practice as it applies to young children and their families. Candidates also study the sociocultural, pedagogical, linguistic, and political issues underlying current models of education for non-english speaking children, as well as models for ESL instruction in early childhood settings. Critical emphasis is placed upon theories that support young learners in second language acquisition. BBE 402 BILINGUAL-BICULTURAL PROGRAM DESIGN AND CURRICULUM DEVELOPMENT (GRADUATE) (4 credits) Reviews theory and application of curriculum development to bilingual instructional programs, such as design, organizational patterns, materials and media, teacher training, parent and community involvement, and evaluation. Principal bilingual education program models are examined and analyzed. Includes a review of multiethnic literature and literacy that advocates for students' self-concept, acceptance, and sense of identity (includes 15 clinical hour requirement).

2 BBE 404 LANGUAGE, LITERACY AND CULTURE (GRADUATE) (4 credits) Examines the interdisciplinary study of language and literacy in their cultural, social, and political contexts, with emphasis on linguistically diverse communities and the implications for human developmental processes. Explores the social and political conditions that endorse different language and literacy practices and doctrines and create anti-bilingual education ideologies in the U.S. Topics include language and literacy and ethinicity, identity, social class, and gender, among other related topics. BBE 408 BILINGUAL EARLY CHILDHOOD DEVELOPMENT THEORETICAL FOUNDATIONS (GRADUATE) This course is designed to equip bilingual and second language teachers with the knowledge and philosophy to work effectively in the education of early childhood language minority students in the context of bilingual/esl programs. The course will explore the historical, political and legal foundations of bilingual education programs in the United States. It will examine different models of bilingual programs and the psycholinguistic and sociolinguistic principles upon which they are based. BBE 409 ENGLISH AS A SECOND LANGUAGE INSTRUCTIONAL FOUNDATIONS IN EARLY CHILDHOOD SETTINGS (GRADUATE) Candidates explore English as a Second Language (ESL), theory, and practice as it applies to young children and their families. Candidates also study the socio-cultural, pedagogical, linguistic, and political issues underlying current models of education for non-english speaking children, as well as models for ESL instruction in early childhood settings. Critical emphasis is placed upon theories that support young learners in second language acquisition. BBE 425 BILITERACY PRACTICES IN BILINGUAL EDUCATION AND ESL (GRADUATE) (4 credits) Analyzes and evaluates methods and materials used in bilingual education and ESL programs. Stresses effective instructional strategies and best practices in first and second language literacy development and content learning. Reviews language teaching approaches and cooperative models of learning relating to development of reading and writing in the first and second language. Presents the acquiring language through content learning versus learning language programs. Investigates appropriate first language usage in bilingual classrooms, focusing on the different content areas, appropriate terminology for native language instruction, and the study of language distribution issues (includes 15 clinical hour requirement). BBE 466 FIRST AND SECOND LANGUAGE ACQUISITION (GRADUATE) (4 credits) Addresses the relationship between language development and use and social, emotional, cognitive, and physical development of children. Introduces the study of bilingualism by examining theoretical constructs and research in psycholinguistics, sociolinguistics, and applied linguistics. Includes an analysis of language contact phenomena, cross-linguistic transfer, language alteration, language shift and loss, and bilingualism (includes 15 clinical hour requirement). BBE 524 METHODS OF TEACHING ESL (GRADUATE) (4 credits) Course examines the relationship of reading and writing development to second language acquisition in ESL contexts. Discusses various learning and teaching approaches that effectively extend English language learners' literacy and language skills. Explores the literacy progress of native and non-native speakers of English by examining the theoretical perspectives of language and literacy development (includes 15 clinical hour requirement). BBE 526 THEORETICAL FOUNDATIONS OF TEACHING ESL (GRADUATE) (4 credits) Presents an introduction to the field of English as a second language, with attention to basic concepts of second language acquisition in various language learning contexts. Discusses interdisciplinary perspectives of second language acquisition and their application to classroom practices. The different factors influencing the acquisition of English as a second language are examined as well as current research in applied linguistics and different approaches to language teaching. BBE 554 METHODS OF TEACHING ESL: ELEMENTARY (GRADUATE) 4 credits) The course provides an in-depth study of instructional approaches and curricular designs for the second language elementary classroom setting. Presents reviews and critiques specific methods and strategies for teaching second language learners, as well as comparative methods of learning the first and second language. Emphasizes methods for implementing constructivist strategies such as cooperative leaning, thematic approach, flexible grouping, and sheltered instruction. The course provides guidelines for planning effective lessons using both thematic units and content-based subject matter. A critical focus of this course is on teaching and learning ESL through the content areas for elementary students (includes 15 clinical hour requirement). BBE 556 METHODS OF TEACHING ESL: SECONDARY/ADULT (GRADUATE) (4 credits) The course explores the theoretical underpinnings and the applications of second-language theories and cultural knowledge to ESL teaching methodology and curriculum design in secondary and adult classroom settings. In addition, various approaches to second language teaching and learning as well as methods for modifying lessons to suit the needs of second-language learners to enhance their acquisition and use of English are presented. Concentrates on assisting educators in the development of appropriate strategies for teaching speaking, listening, reading, writing, and grammar in ESL environments. A major focus of this course is on teaching and learning ESL through the content areas through effective lessons panning using both thematic units and content-based subject matter. The course explores constructivist approaches such as sheltered language instruction (includes 15 clinical hour requirement).

3 BBE 560 SECOND AND WORLD LANGUAGE ACQUISITION (GRADUATE) (4 credits) This course is an introduction to the theoretical study of second or world language acquisition (SLA) from a generative and psycholinguistic perspective. The content of the class is founded on the major concepts and issues of language acquisition, including UGaccess, L1-transfer, and age effects, and the acquisition of form vs. meaning. The course pays particular attention to empirical second and world language studies at the syntax/ semantics interface. Course readings and discussion examine the complexities of the processes involved in acquiring a world language that includes the relation between first and SLA; contrastive and error analysis; interlanguage; the social and cultural influences on SLA; learner variability; learning strategies; and classroom interaction analysis. Issues surrounding second and world language acquisition are discussed and deliberated through university classroom experiences as well as required field experiences (15 hours, minimum; level 1). BBE 570 METHODS OF TEACHING INTEGRATED WORLD LANGUAGE K-12 (GRADUATE) (4 credits) The purpose of this course is to provide the theoretical, research, and pedagogical foundations that underpin effective instructional practices for world language teaching and learning through the content areas. The central premise of the course is to reformulate world language instruction to integrate subject matter content into the curriculum, including science, social studies, math, fine arts, etc. This methods course is organized around the Standards for Foreign Language Learning, commonly referred to as the Five Cs: Communication, Cultures, Connections, Comparisons, and Communities. Students will learn about current theoretical bases for secondlanguage acquisition and how theory informs classroom practice. Issues surrounding integrated instruction are discussed and deliberated through university classroom experiences as well as required field experiences (15 hours, minimum; level 2). CMN 103 INTERCULTURAL COMMUNICATION (UNDERGRADUATE) Examines the role culture plays in interethnic and international communication. Explores differences and similarities in cultural values and communication behaviors between and among diverse cultures and develops intercultural competence. Critiques stereotypes and increases cultural sensitivity. CMNS 504 LANGUAGE, THOUGHT AND CULTURE (GRADUATE) This course examines the interrelationship among language, thought, and culture. Reviews and critiques theories and research of how language or the use of symbols reflects culture and shapes reality for certain cultural/ethnic groups and organizations. Explores how language influences thought and action of the collective and of individuals in social, political and organizational settings. CMNS 521 LANGUAGE AND POWER (GRADUATE) Reviews the role of language and representation as social power. Topics include rhetorical form as strategy, semiotic analysis of power relations, language and the construction of subjectivity, and discursive structures of empowerment. CMNS 522 RHETORICAL CONSTRUCTIONS OF IDENTITY (GRADUATE) Focuses on the rhetorical theories and practices through which various cultural groups within the U.S. construct a sense of identity. The course examines different rhetorical forms and strategies through an analysis of the rhetorical situations, texts and artifacts of various cultural groups. Status as a Graduate Communication student is a prerequisite for this class. CMNS 523 GENDERED COMMUNICATION (GRADUATE) Examines research into the ways the various aspects of communication are affected by and affect the social construction of gender. Topics covered include language and language usage differences, interaction patterns and perceptions of the sexes generated through language and communication. (Cross-listed as MLS 445/WMS 440). Status as a Graduate Communication student is a prerequisite for this class. ECE 307 SPEECH AND LANGUAGE DEVELOPMENT OF THE YOUNG CHILD (UNDERGRADUATE) This course examines the development of speech and language in young children. The course will explore assessing children's language development as well as providing techniques for supporting and enhancing language growth. Attention will be given to dialectal issues as these apply to growth and development of linguistic competencies through the early childhood years. ECE 290 and Advanced Teacher Candidate Standing are a prerequisite for this class. ECE 312 BILINGUAL THEORY IN EARLY CHILDHOOD DEVELOPMENT (UNDERGRADUATE) This course is designed to equip bilingual and second language teachers with the knowledge and philosophy to work effectively in the education of early childhood language minority students in the context of bilingual/esl programs. The course will explore the historical, political and legal foundations of bilingual education programs in the United States. It will examine different models of bilingual programs and the psycholinguistic and sociolinguistic principles upon which they are based. ECE 325 SECOND LANGUAGE ACQUISITION AND EARLY LITERACY DEVELOPMENT (UNDERGRADUATE) This course will examine the process of learning and using a second language. Research in second language acquisition (SLA) is multidisciplinary in nature, reflecting the complexity of language learning and use. Linguistic, psychological and social processes that underlie language(s) learning and use will be introduced and applied to the understanding of this learning in young children. Language acquisition theory concerning relationships between early literacy and oral language development in first and subsequent languages will be explored. Understanding developed through this exploration will then be applied to the classroom in the form of strategies and literacy development activities.

4 EDU 499 LANGUAGE AND LITERACY PRACTICES ACROSS THE ACADEMY (GRADUATE) This course addresses issues related to the use of English in the Academy, particularly (1) in classrooms where English is not the native language of the instructor or students but is the language of instruction and/or (2) in scholarship written in English by non-native speakers of English. Topics include but are not limited to academic writing, curriculum development, classroom pedagogy, content pedagogical knowledge, globalization and international education, 21st century technologies, and English as a medium of instruction. Registration with permission of instructor only. EE 335 PSYCHOLOGY OF BILINGUALISM (UNDERGRADUATE) This course will focus on psychological factors that affect learning such as attitudes towards language learning, self-esteem, cognitive style, identity and motivation. ENG 370 HISTORY OF THE ENGLISH LANGUAGE (UNDERGRADUATE) ENG 401 HISTORY OF THE ENGLISH LANGUAGE (GRADUATE) Examination of the development of vocabulary and structure of English from its beginnings to contemporary British and American English usage. WRD 104 or HON 100 is a prerequisite for this course. ENG 400 STRUCTURE OF MODERN ENGLISH [FORMERLY ENG 416](GRADUATE) A systematic outline of modern English from both traditional and contemporary linguistic perspectives. Examines descriptive grammars, word and phrase structure, syntax and semantics, and formal issues of style and rhetoric. Formerly ENG 416. FCH 350 FRENCH PHONOLOGY AND PHONETICS (UNDERGRADUATE) FCH 450 FRENCH PHONOLOGY AND PHONETICS (GRADUATE) An in-depth study of the language's sound system and intensive pronunciation practice.(required of all majors). GER 351 GERMAN PHONOLOGY AND PHONETICS (UNDERGRADUATE) GER 451 GERMAN PHONOLOGY AND PHONETICS (GRADUATE) An in-depth study of the language's sound system and intensive pronunciation practice. INTC 304 MULTICULTURAL COMMUNICATION IN THE U.S.A. (Formerly CMN 304)(UNDERGRADUATE) An examination of communication within and between linguistic communities in the United States. Focus will be on the relations between language use and social institutions such as the family, the community, the media, and the educational system. (Formerly CMN 304) INTC 310 DISCOURSE ANALYSIS (Formerly CMNS 310)(UNDERGRADUATE) An analytical examination of the ways in which people locate meaning cooperate, coordinate, and find coherency in conversations and in other forms of discourse, both spoken and written. The class will analyze and disclose meanings hidden in public discourse. (Formerly CMNS 310) INTC 333 CULTURAL WAYS OF SPEAKING (Formerly CMNS 333)(UNDERGRADUATE) Explores how speakers reveal culture through their everyday interactions. This course focuses on speaking as an activity through which individuals identify themselves with communities of discourse, within the United States as well as across cultural groups. It provides students with experience in discovering diverse "ways of speaking" and "codes" concerning what it means to be a person, how people relate to each other, and how they view the world. (Formerly CMNS 333) INTC 335 LATINO COMMUNICATION, CULTURE, & COMMUNITY (Formerly CMNS 335) (UNDERGRADUATE) Examines the relationships among Latino cultures, communication, institutions, and public and private life. Students explore the possibilities and problems of contemporary forms of community through service in Latino community organizations. The course also fulfills the junior year experiential learning requirement through community based service learning. (Formerly CMNS 335) INTC 340 LEGISLATING LANGUAGE (UNDERGRADUATE) This course examines language legislation and rules globally at national and institutional levels. We explore the ideologies and motivations that underlie such policies. INTC 361 GENDER AND COMMUNICATION (Formerly CMNS 361)(UNDERGRADUATE) A review of the differences in communication patterns between women and men. Topics covered include language and language usage differences, interaction patterns, gender social movements, and perceptions of the sexes generated through language and communication. (Formerly CMNS 361) ITA 353 ITALIAN PHONOLOGY AND PHONETICS (UNDERGRADUATE) ITA 453 ITALIAN PHONOLOGY AND PHONETICS (GRADUATE) An in-depth study of the language's sound system and intensive pronunciation practice. ITA 106 or equivalent and ITA recommended.

5 JPN 330 INTRODUCTION TO JAPANESE LINGUISTICS (UNDERGRADUATE) JPN 430 INTRODUCTION TO JAPANESE LINGUISTICS (GRADUATE) Study of a wide range of topics including Japanese language analysis, dialectal variations, and the history of the Japanese language. Data collection on oral and written texts with related class discussions. JPN 106 is a prerequisite for this class. MOL 349 TEACHING MODERN LANGUAGES (UNDERGRADUATE) MOL 449 TEACHING MODERN LANGUAGES (GRADUATE) TEACHING MODERN LANGUAGES [CROSS-LISTED AS SE 349] MOL 350 METHODS OF TEACHING MODERN LANGUAGES IN THE ELEMENTARY SCHOOL (UNDERGRADUATE) MOL 450 METHODS OF TEACHING FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOL (GRADUATE) Provides training in the theory and methods of teaching foreign languages in the elementary school (FLES). Designed for both pre-service and in-service teachers. Pre-service teachers include foreign language majors interested in elementary school teaching and elementary majors who are proficient in a foreign language and interested in teaching FLES. In-service teachers include elementary teachers proficient in a foreign language who are teaching or who are interested in teaching FLES and secondary trained teachers who are teaching or who are interested in teaching FLES. In order to meet the objectives of this course and subsequent methods courses, it is expected that all participants be able to demonstrate proficiency in English and a second language before enrolling. MOL 354 THEORETICAL FOUNDATIONS/CURRENT RESEARCH SECOND/FOREIGN LANGUAGE ACQUISITION (UNDERGRADUATE) MOL 454 THEORETICAL FOUNDATIONS/CURRENT RESEARCH SECOND/FOREIGN LANGUAGE ACQUISITION (GRADUATE) An overview of major theories and current issues in second/foreign language acquisition in both classroom and natural/non-instructed settings. MOL 356 PSYCHOLINGUISTICS (UNDERGRADUATE) An overview of basic issues in experimental psycholinguistics by introducing various topics, such as speech perception/production, word recognition/memory, sentence processing, first- and second-language acquisition and the brain and languages. Cross-listed as PSY 393. MOL 357 TEACHING CULTURE IN THE FOREIGN LANGUAGE CLASSROOM (UNDERGRADUATE) MOL 457 TEACHING CULTURE IN THE MODERN LANGUAGE CLASSROOM (GRADUATE) Pedagogical theory and practice in the integration of culture into the language classroom. PHL 322 PHILOSOPHY OF LANGUAGE (UNDERGRADUATE) An investigation into the nature of language and its significance for philosophical inquiry. PHL 100 is a prerequisite for this course. PSY 393 PSYCHOLINGUISTICS (CROSS-LISTED AS MOL 356)(UNDERGRADUATE) Applications of linguistic theory and the psychology of language. T&L 449 TEACHING MODERN LANGUAGES (GRADUATE) Prepares for teaching modern languages at the middle and secondary school levels. Examines the theory and practice of teaching modern languages with an emphasis on developing alternative teaching strategies and using diverse resources. Lesson and unit development, evaluation and classroom management will also be discussed. Issues that emerge in planning and instruction are discussed and deliberated through university classroom experiences as well as required field experiences (15 hours, minimum; level 2). PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing. (CROSS-LISTED: WLE 349). Advanced Teacher Candidate Standing is a prerequisite for this class. T&L 450 METHODS OF TEACHING WORLD LANGUAGES IN THE ELEMENTARY SCHOOL (GRADUATE) This course is designed to provide training in the theory and methods of teaching Foreign Languages in the elementary school (FLES) to both pre- and in-service teachers. Pre-service teachers include World Language majors interested in elementary school teaching and elementary majors who are proficient in a world language and interested in teaching FLES. In-service teachers include elementary teachers proficient in a world language who are teaching or who are interested in teaching FLES and secondary trained teachers who are teaching or who are interested in teaching FLES. In order to meet the objectives of this course and subsequent methods courses, it is expected that all participants be able to demonstrate proficiency in English and a second language before enrolling. Issues surrounding elementary methods are discussed and deliberated through university classroom experiences as well as required field experiences (15 hours, minimum; level 2). WGS 440 GENDERED COMMUNICATION (CROSS-LISTED WITH CMN 523)(GRADUATE) Examines research into the ways the various aspects of communication are affected by and affect the social construction of gender. Topics covered include language and language usage differences, interaction patterns and perceptions of the sexes generated through language and communication. (Cross-listed as CMNS 523)

6 WLE 326 THEORETICAL FOUNDATIONS OF ESL AND WLE (UNDERGRADUATE) Presents an introduction to the field of second and world language, with attention to basic concepts of second language acquisition in various language learning contexts. Discusses interdisciplinary perspectives of second and world language acquisition and their application to classroom practices. Topics include interlanguage, communicative competence, D/discourses, investment/motivation, sociocultural approaches to language learning, universal grammar, etc. The different factors influencing the acquisition of ESL and WLE are examined as well as current research in applied linguistics and different approaches to language teaching. WLE 349 TEACHING MODERN LANGUAGES (UNDERGRADUATE) Prepares for teaching modern languages at the middle and secondary school levels. Examines the theory and practice of teaching modern languages with an emphasis on developing alternative teaching strategies and using diverse resources. Lesson and unit development, evaluation, and classroom management also will be discussed. Issues that emerge in planning and instruction are discussed and deliberated through university classroom experiences as well as required field experiences (20 hours, minimum; level 2). PREREQUISITE(S): SEC 364 or equivalent. WLE 360 SECOND AND WORLD LANGUAGE ACQUISITION (UNDERGRADUATE) This course is an introduction to the theoretical study of second or world language acquisition (SLA) from a generative and psycholinguistic perspective. The content of the class is founded on the major concepts and issues of language acquisition, including UGaccess, L1-transfer, and age effects, and the acquisition of form vs. meaning. The course pays particular attention to empirical second and world language studies at the syntax/ semantics interface. Course readings and discussion examine the complexities of the processes involved in acquiring a world language that includes the relation between first and SLA; contrastive and error analysis; interlanguage; the social and cultural influences on SLA; learner variability; learning strategies; and classroom interaction analysis. Issues surrounding second and world language acquisition are discussed and deliberated through university classroom experiences as well as required field experiences (20 hours, minimum; level 1). WRD 330 LANGUAGE AND LINGUISTICS (UNDERGRADUATE) This course introduces students to major concepts in and approaches to studying language, covering topics such as language structure, language acquisition, dialect variation, language and identity, language policy, and literacy. The course presumes no prior knowledge of linguistics and will be relevant to students studying in a wide variety of majors. WRD 104 or HON 100 is a prerequisite for this course. WRD 368 GLOBAL ENGLISHES (UNDERGRADUATE) WRD 507 GLOBAL ENGLISHES (GRADUATE) At the start of the 21st century, English is a global language used in commerce, technology, research, education, and even popular culture around the world. This course explores the role and nature of the English language in a global context. Course readings and discussions will examine the historical context and cultural legacy of the spread of English, global varieties of English, uses and contexts of English, issues of ownership and identity, and the future of English. WRD 378 TEACHING ENGLISH AS A SECOND LANGUAGE IN CHICAGO (UNDERGRADUATE) Students explore the theory and practice of learning and teaching English as a Second Language (ESL) through readings and classroom discussion while teaching or tutoring adult ESL learners at a Chicago-area community center. Classroom and service experiences together help students develop an understanding of second language learning, teaching strategies and approaches, and issues of immigration and language policy in both U.S. and global contexts. (Can count for both JYEL credit and minor credit.) WRD 512 TOPICS IN LANGUAGE (GRADUATE) Explores topics related to language and its intersections with rhetoric and discourse. Topics vary. WRD 513 SEMIOTICS (GRADUATE) An introduction to semiotics, or the study of 'the sign'? a theory of meaning that is concerned with anything intended to or interpreted to stand for something else, including objects, pictures, sounds, gestures, and body language. The course examines the construction of meaning in manifold contexts, extending the notion of 'text' beyond the written page to any artifact that functions as a 'message' embodied in a genre and a medium. WRD 544 TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE (GRADUATE) A survey course in the teaching and learning of English as a Second Language (ESL). Familiarizes students with theoretical foundations and basic principles of second language learning and teaching, the components of the major language skills (listening, speaking, reading, writing), and the social and political dimensions of teaching and learning ESL. WRD 546 PEDAGOGICAL GRAMMAR (GRADUATE) An introduction to grammar instruction for language and writing classrooms. Introduces students to current research in grammar instruction and applies that research to develop strategies for the instruction of a range of aspects of English grammar, with an emphasis on rhetoric and context. Last updated: fall 2013