TEFL 301 Theoretical Foundations of Foreign Language Teaching and Learning
(3 credits)
The course aims to examine the theoretical underpinnings of various approaches to language learning and teaching and their practical implications in language classrooms. Students are encouraged to consider historical and current trends in research and practice, and theorize their own EFL/ESL language teaching experiences. The course suggests looking beyond methods towards pedagogical principles of language teaching and learning and situating them in broader educational contexts. Three hours of instructor-led discussion per week.
Pre-requisite: English Teaching Practices
Co-requisite: None
TEFL 302 English Teaching Practices (3 credits)
This course introduces foundational principles and theories that guide classroom practices in teaching EFL/ESL reading, writing, listening, and speaking, while integrating them with target grammar and vocabulary within a meaning-focused language instruction. This practical course enhances students’ technical abilities to analyze and design engaging classroom activities and coherent lesson plans. Three hours of instructor-led discussion per week.
Pre-requisite: None
Co-requisite: None
TEFL 304 Classroom Assessment (3 credits)
This course focuses on school/classroom-based assessment. It provides the latest information on the theoretical principles of language testing and assessment and discusses the implementation of the principles in real life practices. The primary focus of the course is on language assessment in classroom context. In addition, the course provides learners with knowledge and skills required for critically examining the existing tests and selecting or developing appropriate tests for their own academic context. Three hours of instructor-led discussion per week.
Co-requisites or Pre-requisite: English Teaching Practices or equivalent
TEFL 305 Research Methods (3 credits)
This course will lay the foundations for the students to learn about various principles and issues regarding research methods in second or foreign language teaching and classroom research. The course will look at the various viewpoints involved in research, the issues raised by quantitative and qualitative research, how the research program is to be structured and carried out, and how to report findings. Three hours of instructor-led discussion per week.
Co-requisite or Prerequisite: Second Language Acquisition or equivalent
TEFL 306 Teaching Practicum (3 credits)
The purpose of this course is to consolidate the theory and practice of teaching EFL and engage students in reflective practice. This course combines face-to-face classes on topics related to practical aspects of teaching EFL classes (e.g., lesson planning, classroom management) and fieldwork experience including EFL class observations and supervised teaching.
Pre-requisite: English Teaching Practices
Co-requisite or Pre-requisite: Classroom Assessment
TEFL 307 New Technologies in TEFL (3 credits)
Once viewed primarily as a domain studying computer-mediated means of learning and teaching languages, this field has expanded to include new tools such as mobile and cloud technologies, and social media. This course will survey current trends and best practices in new technologies specific to the TEFL field. It will provide an overview of related theory and practice in the areas of social media and networks, digital video and storytelling, digital games, 3D virtual worlds, mobile technologies, distance and open education, open educational resources, and cloud computing specific to TEFL. Students will engage in research, hands-on, and material development projects to enhance their practical skills of using technologies for teaching purposes. They will also learn how to harness the strengths of new technologies to become life-long learners in their profession. Students are expected to be conversant in the Internet and basics of second language acquisition. Three hours of instructor-led discussion per week.
Co-requisite: None
Pre-requisite: None
TEFL 308 English for Specific Purposes (3 credits)
With the growing interest in teaching English for specific purposes (ESP) around the world and Armenia where almost all non-English major students study English through ESP programs, it is imperative that MA TEFL graduates develop a sound knowledge of the field. This course introduces students to many areas of ESP including English for academic purposes and English for occupational purposes. The course helps students understand and apply ESP principles to serve the needs of the society. Three hours of instructor-led discussion and experiential learning per week.
Co-requisite: None
Pre-requisite: None
TEFL 309 Curriculum Design (3 credits)
This course will help students to develop a deeper understanding of the principles and procedures that inform current practices in language curriculum design, how they impact classroom pedagogies and shape materials development. TE 308 will also equip students with a variety of theoretical resources and insights for the formulation and implementation of appropriate language courses. Students will gain insight into EGP (English for General Purposes) and ESP (English for Specific Purposes). ESP includes many areas such as EAP (English for academic purposes), EOP (English for occupational purposes), EST (English for science and technology), etc. Finally, the course will enable students to develop a critical view of curriculum design as it relates to Armenia’s EFL context. Three hours of instructor-led discussion per week.
Co-requisite: None
Pre-requisite: Theoretical Foundations of Foreign Language Teaching and Learning or equivalent
TEFL 310 Teaching Internship (3 credits)
Students enrolled in TEFL 310 will teach a group of students independently. During that time, they will function as independent teachers and operate as the main teachers in their class. During their Teaching Internships, MA TEFL students will: 1) Teach a group of students independently, 2) Receive supervision and support from their Faculty Mentor, 3) Benefit from class observations by their Faculty Mentor, 4) Develop supplemental teaching materials to accompany textbook, 5) Craft their own lesson plans, 6) Design their own classroom tests and quizzes, 7) Develop their own teaching materials, 8) Compile a teaching portfolio. This course does not meet face-to-face on a regular basis.
Co-requisite: None
Pre-requisite: Teaching Practicum
TEFL 312 Teaching Test Preparation Courses (2 credits)
The objective of TEFL 312 is to help students become successful test preparation teachers. The course presents key features of major English language proficiency tests and prepares students to design and teach test preparation classes. While the course introduces tips and strategies to prepare English learners for proficiency tests, the emphasis is placed on teaching the language and skills through materials and activities based on communicative language teaching principles. Fifteen instructional hours based on instructor-led discussion.
Co-requisites: None
Pre-requisite: None
TEFL 314 Teaching English to Young Learners (3 credits)
This course introduces students to theoretical principles and current practices of teaching and assessing learners of English starting from preschool until teenage years. The course also covers fundamentals of bi- and multi-lingual education. Practical course assignments include observations, material development, and teaching. Three hours of instructor-led discussion per week.
Co-requisite: None
Pre-requisite: None
TEFL 315 Teaching Armenian to Non-native Speakers (1 credit)
This course promotes the development of reflective and knowledgeable professionals prepared to teach Armenian as a second or foreign language in a variety of instructional settings. Students learn to apply their linguistic and cultural knowledge of Armenian and effectively address the needs of learners from culturally and linguistically diverse backgrounds. The course explores current practices of teaching Armenian as a second or foreign language, helps students evaluate existing curricula and apply their pedagogical competence to develop their own materials. Fifteen instructional hours based on instructor-led discussion.
Co-requisite: None
Pre-requisite: None
TEFL 320 Introduction to Language (2 credits)
An introduction to language in all its aspects as studied in the field of linguistics, including a focused concentration of how this approach relates to language education. This course explores biological, historical, and social/cultural aspects of language, and then addresses the system of language, looking at phonology, morphology, syntax, semantics, pragmatics, and discourse analysis. It covers most areas of linguistics at the introductory level, familiarizing students with general principles and key vocabulary in these areas, and exploring the relationship between the study of linguistics and language teaching. Three hours of instructor-led discussion per week.
Co-requisite: None
Pre-requisite for students without a linguistic background
TEFL 322 Seminar on Current Topics in Applied Linguistics (3 credits)
This course promotes an informed understanding of the relationship between knowledge, theory and practice in the field of language study as understood in Applied Linguistics. It encourages students to investigate how various ways of looking at language can influence their thinking about language teaching. The aims of this course are to: 1) Familiarize students with major issues and insights in the field; 2) Introduce students to some current topics and debates in the field; 3) Study in some depth particular articles as a way to acquaint students with particular issues and topics of potential interest to them. Three hours of instructor-led discussion per week.
Co-requisite: None
Pre-requisite: None
TEFL 323 Second Language Acquisition (3 credits)
This course explores the various theories that scholars and researchers have put forward concerning second language acquisition, or how people learn languages. Since it is language learning that is being examined, it is important to understand what language is. Linguistics explores this question, and hence, this course draws to some extent on insights from linguistics. In addition, as people and learning have both social and psychological dimensions, the course also draws on insights from sociology and psychology. In other words, SLA is an inter-disciplinary subject that draws on all three disciplines, as well as the sub-disciplines and research areas that inter-relate them. Three hours of instructor-led discussion per week.
Co-requisite: None
Pre-requisite: None
TEFL 327 Leadership and Management in Language Teaching (2 credits)
The role of leadership and management in the arena of English teaching has greatly expanded in the past twenty years, influenced by the growing acceptance of management principles. This development makes the topic highly relevant to MA TEFL students, some of whom will be required to manage language programs or schools. This course places emphasis on quality, efficiency, economic sustainability, accountability to stakeholders and a focus on service. Students will familiarize themselves with these principles and the matching practices. Instructor-led discussion.
Co-requisite: None
Pre-requisite: None
TEFL 328 Advanced Academic and Professional Writing in Applied Linguistics and TEFL (2 credits)
This course is designed to prepare the students in MA TEFL both for the task of writing up their capstone projects effectively and for participating in the advanced written discourse of the academic and professional communities in applied linguistics, TEFL and TESOL, internationally. The students will have the opportunity to familiarize themselves with the most prominent features of successful reports, research papers and similar texts, with the emphasis on discourse features, thematic flow, cohesion, coherence and citation. Some of the skills this course aims to reinforce are reading for new information, identifying synergies between texts, paraphrasing and quoting effectively while giving prominence to their own words and ideas. Two hours of instructor led discussion and workshops per week.
Co-requisite: Capstone Project or equivalent capstone course
Pre-requisite: None
TEFL 330 Endangered Languages and Biodiversity (1 credit)
About 70 percent of all languages currently spoken on Earth occur in approximately one-fourth of the planet’s land area (excluding Antarctica) that is designated as a Biodiversity Hotspot or High Biodiversity Wilderness Area. As is the case with species occurring in the biodiversity regions, many of the languages spoken in the Hotspots and High Biodiversity Wilderness Areas are unique to individual regions, thereby marking the sole opportunities to maintain them. Moreover, many of the languages occurring in these regions are spoken by small numbers of people indicating that much of the linguistic diversity (and, by implication, cultural diversity) currently present in biodiversity regions is in danger of disappearing in the foreseeable future due to the high vulnerability of small groups to changes in their cultural systems and environments amid rapid globalization.” From: http://users.ox.ac.uk/~romaine/lingbiodiversity.html. Through readings, class materials and lectures, this course introduces students to Earth’s Biodiversity Hotspots and the linguistic and cultural groups that live in these hotspots. The course is co-taught by ACE and TEFL and sensitizes students to current linguistic and biodiversity issues.
Co-requisite: None
Pre-requisite: None
TEFL 340 Special Topics in Applied Linguistics (3 credits)
Course Description tailored to course content when offered.
Co-requisite:
Pre-requisite:
TEFL 341 Special Topics in TEFL (3 credits)
Course Description tailored to course content when offered.
Corequisite:
Prerequisite:
TEFL 390 Independent Study in TEFL/Applied Linguistics (1-4 credits)
Co-requisites:
Pre-requisite:
TEFL 391 Capstone Preparation (3 credits)
Students enrolled in TEFL 391 must meet with their Capstone Committee or adviser on a regular basis during the semester, to discuss their proposals and report on details about their MA capstone. Students will only meet a few times as a class. At the end of the semester, students will write a proposal for their capstone and present it in class for feedback and discussion. The course does not meet face-to-face on a regular basis.
Co-requisites:
Pre-requisite:
TEFL 392 Capstone Project (3 credits)
In this course, students will implement their capstone projects, which depending on the project, may include data collection and analysis, development and piloting of materials. In the process, they will have a few face-to-face class sessions, meet with their Capstone Committee or adviser on a regular basis, and write an MA Thesis or MA Design Project. In addition to the written work, students will present their final capstone publicly. The course does not meet face-to-face on a regular basis.
Co-requisite: Research Methods or Curriculum Design
Pre-requisite: Advanced Academic and Professional Writing in Applied Linguistics and TEFL
TEFL 393 Comprehensive Examinations (3 credits)
Students enrolled in TEFL 393 prepare for Comprehensive Exams, one of the capstone options available for MA TEFL students. Comprehensive Exams consist of examination sessions administered over two days. They take place on campus and are scheduled in the students’ last term of study at AUA. Students attend an initial orientation session, receive detailed exam guidelines, including dates, times, and location of the comprehensive exams, a reading list, and sample exam questions. This course does not meet face-to-face on a regular basis, but will include an initial meeting and additional sessions as needed. Students are strongly encouraged to form study groups and use all the materials provided to them to prepare for the comprehensive exams.
Co-requisite or Pre-requisite: Research Methods or Curriculum Design