English | Español
BLS 600: Dynamics of Cross-Cultural Communications (3 credits)
The major objectives of this course are to develop an appreciation of diverse cultural backgrounds and to develop awareness of the complexity of cross-cultural communications. The following areas are considered as they relate to the dynamics of cross-cultural communications: the communication process; group properties and communications; linguistic approaches; the nonverbal element of communications systems, language and culture; language as social behavior; and channels of communication.
BLS 601: Techniques of Teaching English to Speakers of Other Languages (3 credits)
The course analyzes various methodologies used in teaching English as a second language. There is an emphasis placed upon methods in teaching, listening, and speaking, as well as microteaching of difficult points of pronunciation and grammar. Significant attention is given to affective techniques in second language learning.
BLS 604: Cultural Pluralism and Problems of Minority Groups in the U.S.A.
Emphasizing Latinos but also focusing in general on race, ethnicity, language, cultural and social stratification, this course analyzes contemporary American opportunity, family and class structures, social mobility, migration, the so-called “culture of poverty,” urbanism, and related concepts and issues. Certain psychological dimensions, such as self-concept and the self-fulfilling prophecy, are also examined.
BLS 605: Curriculum and Development of Bilingual Programs (3 credits)
This course discusses the historical background of the bilingual movement, especially pertinent legislation, as well as the organization of a bilingual program. Topics of lectures and discussions include: needs assessment of pupils, staff and community; various types of curriculum models of bilingual and school organizations; selection of instructional materials for training bilingual students; and proper evaluative procedures.
BLS 606: Making Language Connections Through Content in ESOL and Bilingual Classrooms (3 credits)
The major objectives of the course are to provide mechanisms for second language content delivery utilizing the sheltered class model, SIOP, “learning to learn” methods. The curriculum analyzes academic language in content and texts, and discusses metacognitive processes and strategies that may be used in the classroom. Further, the role of learning styles and multiple intelligences are also examined and discussed; together with the rationale and structure of thematic units for lesson planning purposes. The integration of language objectives and “what’s difficult” for language learners is directed toward an authentic assessment of content and language.
BLS 608: Research Methods in TESOL (3 credits)
The purpose of this course is to explore research design methods and writing conventions in the field of TESOL. It will provide experience in using research materials and constructing logically coherent and professionally documented research in the discipline. The course will connect sociolinguistics and language teaching by researching and reflecting on the social, historical, legal, and cultural issues influencing language learning in the context of cultural and linguistic diversity. The course will also explore micro and macro levels of context in a variety of sites for learning a second and foreign language (U.S., international, university-based, community-based, public school-based) and with a variety of types of learners (varying age, ethno linguistic background, educational experiences, socioeconomic class, etc).
TSOL 609: Language Study for Educators (3 credits)
This course serves as a practical foundation in linguistics and its sub-branches for teachers who want to apply basic linguistic knowledge and research findings to their practice. The course begins with an overview of phonology and sounds, and moves gradually through to morphology, syntax, semantics, pragmatics, and gives special focus to first and second language acquisition research. Attention is given to developmental sequences of language acquisition and implications from research findings in first and second language acquisition literature as well as interlanguage research for designing lessons for the English Language Learner (ELL). During each unit, comparisons will be made between languages from around the world with English, with special attention given to Spanish.
TSOL 610: Teaching Second Language Writing in TESOL (3 credits)
The purpose of this course is to provide teachers with a wide range of strategies for teaching ELLs (English language Learners)the art of writing for different audiences, examining the English grammar as it applies to curriculum and instruction. Methods used in current approaches to teaching of grammar are examined and appraised
TSOL 611: Multimedia Approaches to TESOL (3 credits)
Prerequisite: BLS 609: “Language Studies for Educators.”
The purpose of this course is to study the application of multimedia technology in the second language acquisition process. The course will consider the effect of the use of technology-based centers to the development of listening, viewing, talking, reading and writing skills in English within the context of Content Based Instruction (CBI). Students taking this course will explore the use of cassette/CD players, movies and shows, computers and the internet, video cameras, cassette recorders, newspapers and magazines to develop the second language acquisition continuum at a faster pace.
TSOL 612: Sociolinguistics for Educators
Prerequisite: BLS 609: “Language Studies for Educators.”
This course delves deep into the social, cultural, historical, and very personal arenas within sociolinguistics. Students will engage in readings and projects around such issues as language identity, language variation and education, bilingualism, multilingualism, the impact of language planning and policy on education, codes switching, dialects, standard and non-standard languages, language contact, diglossia, language maintenance and language loss. The purpose of the course is to move beyond viewing language as an isolated subject so that one can take into account the many factors that make communication in multilingual societies so complex. Examples from multilingual environments from all over the world will be used as a basis for discussion of such topics, although special attention is given to the impact of these factors on language instruction and interaction in the classroom.
TSOL 613 (tentative): Special Projects in English Education (3 credits)
This is a course that will focus on current issues of second language acquisition and can be taken as an independent study.
EDC 650: Language Assessment and Special Education of ESL Learners (3 credits)
Prerequisites: BLS 600 and BLS 601
This course provides an overview of federal, state and local mandates regarding the assessment of ESL learners. Placement testing, standardized assessment, performance assessment, rubrics, and portfolios will be addressed specifically. Issues in authentic assessment and assessment in the content areas will also be addressed. This course also helps students to understand the legislation that promotes individual rights for children and adults with disabilities, the special education classification and labeling process and current trends in the education of children with disabilities. Students will analyze the impact that a handicapping condition has on the individual in learning and social environments.
TSOL 701: M.A. TESOL Practicum
Prerequisite: Successful completion of all Core and Elective courses, MA in TESOL program.
The purpose of the TESOL Practicum is to have the MA TESOL student apply what they have learned during their studies in a new setting such as a school or non-profit organization. The student will select the organization with the Director’s approval and will provide the Director with a supervisor who will oversee the practicum at the organization. It is expected that students take advantage of the practicum as a way of not only putting to use what they have learned but also of combining service and learning to search for deeper meaning in activities which strive for social justice and raise profound questions about issues facing many students. The MA TESOL is designed to serve.
- A Practicum Handbook is available to provide guidance to the student through the Program Director.
TSOL 751: M.A. TESOL Masters Project/Thesis
Students must complete a Masters Project/Thesis as a capstone project that reflects their practicum, student teaching, and/or teaching practice as a culminating experience geared to provide the opportunity to apply, synthesize, and evaluate knowledge and skills acquired during their graduate studies. Students should consult their faculty advisor for a description of options and guidelines to meet the requirements of the MA TESOL Program.
- Students should register for the capstone master thesis in the semester in which they plan to complete the project. Students must successfully complete ALL required and elective courses (including the Practicum) before they would be allowed to register for TSOL 751.
- Research which involves human subjects will be reviewed by the University’s Institutional Review Board (IRB) and may not proceed until approval is granted by the IRB.
- A Project/Thesis Manual is available to the student through the Program Director.
Carmen Lamas, Ph.D.
The Hispanic Institute at La Salle University
Assistant Professor of Spanish
Department of Foreign Languages and Literatures
1900 West Olney Avenue
Philadelphia, PA 19141 USA
La Salle University reserves the right to alter or change this information
at any time, without notice.