15.979, Sum: MA TESL/TEFL Programs

[LINGUIST List]

LINGUIST List:  Vol-15-979. Tue Mar 23 2004. ISSN: 1068-4875.

Subject: 15.979, Sum: MA TESL/TEFL Programs

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1)
Date:  Sat, 20 Mar 2004 16:49:25 -0500
From:  "Karen Stanley" <Karen.Stanley at cpcc.edu>
Subject:  summary:  components of an ideal MA TESOL program

-------------------------------- Message 1 -------------------------------

Date:  Sat, 20 Mar 2004 16:49:25 -0500
From:  "Karen Stanley" <Karen.Stanley at cpcc.edu>
Subject:  summary:  components of an ideal MA TESOL program

I posted a query on Linguist (Linguist 15.861), ESLCC, HEIS-L and
TESLIE-L asking what the essential components of an MA in TESOL should
be.  I would like to thank the 17 people who responded (in
chronological order): Corinne Renguette, Eva Easton, Lida Baker, Liz
Ravenwood, Noah Silbert, Janet Bing, Mark James, Tom Leverett, Debbie
Shields, Rudy Troike, Satina Anziano, Deborah Crusan, Mike Medley,
Laura Kimoto, Ann Johnston, John Rutledge, and Ed Nicholson

Below is a summary of the (a) TESOL-related components, (b)
linguistics components, and (c) other components.  If a number appears
next to the component, it represents the number of people who listed
that component.  No number signifies that it was mentioned by only one
person.

By far and away the most mentioned component was a practicum, so I
have listed it above everything else.

---------------------------------------------------------

Practicum/internship and observation of classes -12

TESOL courses

---methods - 5

	-suggestion that different methodology courses be developed
         for different
	-teaching situations
	-should differentiate between conversational English and
         academic English
	-should include teaching one semester of reading/ writing/
         vocabulary and one of speaking/pronunciation/listening

---testing/assessment - 5
---materials development/preparation - 3
---how to teach composition/writing - 3
	-current styles should be included
---pedagogical grammar - 2
---English pronunciation - 2
---how to teach reading to adults - 2
---quantitative research methods
---curriculum development
---practical application of theory
---CALL (computer assisted language learning)
---adult ESOL
---program administration
---action research
---lesson planning
---classroom management


Linguistics

---SLA - 7
---phonetics/phonology - 5
---syntax - 5
---sociolinguistic/intercultural communication - 4
	-include discourse analysis
---basic/general linguistics - 3
---history of English - 2
---morphology
---typology
---semantics
---pragmatics


other

---requirement to take foreign language(s) - 3
---foster supportive environment for students
---warn students in the US that job prospects are very poor, and to
   only go on if they plan to teach overseas, do not plan to be the
   primary breadwinner, will combine the TESL degree with another (such
   as business or computers), or are exceptionally gifted
---balance theory and practice
---for programs in ESL environments, the opportunity to teach in an
   EFL environment (possibly during summers)
---background in identifying learning disabilities across cultures
---ethics course
---people should not think that short (a few days/weeks) certificates
   are adequate
---programs should be sure to help teachers meet the (US) state
   requirements for a teaching certificate
---include practical electives, such as journalism, cognitive
   psychology, sociology, anthropology

---------------------------------------------------------
Karen Stanley - karen.stanley @ cpcc.edu
Charlotte, North Carolina, USA


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