Interdisciplinary dimensions of the transmission of literacy and its position as a domain for scientific inquiry, including research methodology, the evaluation of research, and the bibliographical resources for the study of rhetoric and linguistics.
Examines areas where language, thought, and cognitive process interact. Studies the essential nature of meaning and mental concepts, the core characteristics of language, and the complex relations between the two domains. Focuses on the brain/mind dichotomy, brain functions relating to language, mental modules and the mental lexicon, the role of memory in language usage, first language acquisition, the cognitive strategies involved in processing, in formation and using language, parsing and speech production, language disabilities, comprehension of spoken and written texts, and rhetorical and practical aspects of both texts and spoken language.
Introduces the study of language as a social phenomenon, including such topics as language varieties, stereotypes and social identity; language planning and language policy; standard and nonstandard usage; censorship; discourse analysis; language attitudes; language, culture and thought; communicative competence; small group communication; and classroom interactions.
Presents an overview of the interrelationship between literacy and technology. Demonstrates approaches to teaching English using computer technology.
Involves both reading about and training in qualitative research methods such as participant observation, interviewing, coding, and analysis. Topics include: ethics of using human subjects, epistemological foundations, research design, collection, and analysis. The course also covers dissemination of research findings. This course is for second- and third-year students, not first-year students
Considers trends, issues, research, and exploration in second language teaching, as well as language learner assessment and testing.
Introduces current research in second language acquisition, especially in English. Focuses on prominent research trends in the study of the language learner, the process of acquisition, and the interaction of learner, language, and context.
Studies theory, research, and pedagogy associated with the development of literacy in two languages, either simultaneously or successively. Focuses on how individuals and groups become literate in English as an additional or second language. Includes explorations of political, cultural, social, contextual, as well as cognitive, textual, and educational issues that arise in acquiring and using a second literacy. Open to MA TESOL and PhD students in Composition and TESOL.
Studies characteristics of the writing process and of the basic writer, methods for the evaluation of writing, and approaches to the teaching of writing in schools and colleges.
Studies how rhetorical traditions influence the teaching of composition. Examines how cultural factors such as history, politics, ideology, gender, race, and ethnicity affect the composing process. Encourages students to think of composition as an open, multicultural event of imagination and social innovation.
Reviews the major theories of composition especially those of the modern and postmodern eras. Examines how cultural factors such as education, history, politics, ideology, gender, race, and ethnicity affect theorizing about composition. Encourages students to construct their own theories of composition by entering into a collaborative cultural and intellectual process.
Engages students in readings and discussions related to three main areas of inquiry: 1) Conceptualizations of literacy, viewed cross-culturally and historically; 2) Theories of the nature of literacy and its transmission (where, when, why, how, and by whom to whom); and 3) Perspectives on writing systems, traditions of learning, and the implications of technological change.
Investigates cultural behaviors, assumptions, values, and conflicts surrounding communication across cultures in the context of teaching English as a second or foreign language at all levels.
Examines the psycholinguistic and ethnographic research on the fluent reading process of native and non-native college readers, relevant to the teaching of writing and reading for academic and literary purposes.
Explores a single topic in depth in the fields of Composition and/or TESOL. Topics are announced in advance and have recently included writing centers, computers in composition, discourse analysis, foundational texts, and writing program administration. May be taken more than once.
Addresses understandings of current theories on identity as they relate to multilingual writers and develops the ways these theories can be used to analyze processes of identity construction in relation to writers and writing. It considers how issues related to notions of power and ownership of language are part of the larger social constructions of multilingual writers’ identities and considers how these identities are often indexed in both research about multilingual writing and in multilingual writing itself.
Explores the study of language involving systematic research techniques. Focuses on a single topic. Topics, announced in advance, include such areas as discourse analysis, language and gender, language and social context, linguistic aspects of translation, the linguistics of written texts, and relation of oral and written communication.
Provides and interdisciplinary approach to understanding issues around World Englishes scholarship where teachers, researchers, teach educators, and administrators from a variety of contexts come together to understand, explore, and critique how English(es) is/are positioned around the globe, and how that positioning impacts learning and teaching.
Examines the history, theory, and every day practices that surround writing centers and writing programs, including advances in writing across the curriculum and writing in the disciplines. Students will read key books and articles and develop a research project suitable for publication and presentation.
Composition and TESOL Program Handbook
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