Below are required courses and possible elective courses for SLA majors and will take place in Fall 2020 unless otherwise indicated. Courses marked with an asterisk (*) can count towards the SLA minor.
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English 318*: Second Language Acquisition
Mondays & Wednesdays, 2:30-3:45
This course will introduce the field of second language acquisition. The course will cover research topics including the differences between first and second language acquisition, language perception and production and how the first and second language are affected, and what the second language teaching implications are.
English 420 (Topics in ELL)*: Experimental Syntax
Tuesdays & Thursdays, 2:30-3:45
This course provides an introduction to conducting linguistic experiments to address theoretical questions in the study of syntax. We will discuss how to design linguistic experiments, collect and analyze data, and make generalizations beyond the data you have collected. This is a hands-on course which requires your active participation. Although the focus of this course is syntactic research, the fundamentals of research design and data analysis methods should carry over to research in other areas of language study such as semantics, pragmatics, or language acquisition. By the end of this course, you will have the knowledge and skills necessary to do your own linguistic experiments to explore theoretical issues in linguistics.
English 711*: Research Methods in Applied Linguistics
Tuesdays & Thursdays, 4:00-5:15
This course provides an introduction to quantitative, qualitative and mixed research methods in applied linguistics. Students will be introduced to different types of methodologies and learn to critically evaluate research in applied linguistics. By the end of this course, students will be able to design their own research studies on applied linguistics.
Curriculum & Instruction 672: Issues in ESL Education
Prerequisite: Grad standing
This course addresses issues related to schooling for students who speak home languages other than English, emphasizing sociocultural approaches to language acquisition, use and development, with consideration for emergent bilinguals and those who speak non-‘standard’ varieties of English. From a sociocultural perspective, languages, literacies and cultures are fully intertwined with schooling, and with the lives and identities of students and families, and can only be understood in relation to the larger contexts of the spaces and places within which they are situated. We will explore the multiple facets of ecologies of schooling for plurilingual youth, including: theories relating to languaging, literacies and learning; program structures and designs; school and classroom environments, and connections between families and schools.