Goal 1: Knowledge of language and skills required to understand and explain language
systems
Demonstrate an understanding of language as a system consisting of phonology, morphology,
syntax, semantics, lexis, pragmatics, and discourse.
Demonstrate an understanding of an ability to articulate the relationships between
the various intrasentential levels and features of English structure.
Demonstrate an understanding of the structure of meaning in English and of how meaning
is conveyed in structures beyond the structure level.
Demonstrate the ability to correlate the knowledge in objectives 1A, 1B, and 1C, with
four skills of reading, writing, listening, and speaking with sufficient precision
to teach and assess proficiency in English as a non-native language.
Goal 2: Knowledge of language learning Ð Knowledge of current theories concerning
cognitive, affective, social, and cultural factors central to the acquisition and
use of second languages
Demonstrate an understanding of the major linguistic, psycholinguistic, and sociolinguistic
issues in second language learning in formal and informal contexts.
Demonstrate an understanding of the role of pragmatic knowledge and knowledge of text
structure in the comprehension, production, and acquisition of a second language.
Demonstrate an understanding of the intersection between culture, language, language
learning and teaching, and language use with particular reference to English as a
global language.
Demonstrate an ability to apply theoretical knowledge of second language acquisition
in second language learning/acquisition contexts.
Goal 3: Knowledge and skills of language instruction Ð Knowledge of curriculum frameworks,
teaching methods, and proficiency assessment instruments for teaching English as a
non-native language
Identify the instructional strategies that go with the established teaching methods.
Gain practical experience in applying theoretical knowledge to various language learning
and teaching situations.
Critically evaluate the teaching of actual ESL classes with regard to teaching strategies
and activities and with regard to goals 1 and 2.
Demonstrate an understanding of the theory and practice of needs analysis, curriculum
design, and assessment techniques.
Develop ESL curriculum for diverse target groups by synthesizing the objectives of
goals 1 and 2 and the teaching strategies in objective 3A.
Design supplementary materials for use with particular instructional strategies.
Develop language tests and assessment instruments.
Goal 4: Skills and attitudes necessary to understand, analyze, and synthesize goals
1-3 in actual language teaching
Demonstrate the ability to transfer theoretical knowledge of second language acquisition
into second language teaching procedures.
Demonstrate an ability to handle written and spoken interlanguage data.
Demonstrate the comprehension and the connection between classroom input and interaction
and learning outcomes.
Complete a one-semester practicum in which, under the direct supervision of an M.A.TESOL
faculty member, they plan lessons and teach English to an actual ESL class.
Have a culminating experience in which they apply information, which they have learned
in the program, to hypothetical teaching situations or to an extended research project.
Goal 5: Proficiency in English for academic purposes with particular focus on Linguistics
and TESOL
Demonstrate an ability to critically analyze and evaluate the structure and content
of a variety of published scholarly writing in linguistics and TESOL.
Demonstrate an ability to use registers, including the jargon, appropriate for the
writing of these fields.
Demonstrate the ability to locate and cite published scholarly material pertaining
to these fields.
Demonstrate an understanding of the processes involved in composing scholarly research
and writing.
