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English as a Second Language

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Faculty Coordinator

Dr. Jenna Shim

1000 E. University Ave.

Dept. 3374

Laramie, WY 82071

Phone: 307-766-3126

Email: jshim@uwyo.edu

Required Program Courses

English as Second Language

The ESL program has recently undergone a moderate revision as you will note in the new course offerings. Based on feedback from teachers who had been in the program, we have created a new course: EDCI 4762 Essential Sociolinguistics for English as a Second Language Learning and Teaching (to replace Social Literacies).

NOTE: Eight (8) credits of foreign language or equivalent competency in a language other than English are HIGHLY RECOMMENDED. 4 Courses in the ESL Strand (plus practicum EDCI 5580):

  • EDCI 4762 (3 Credits). Essential Sociolinguistics for English as a Second Language Learning and Teaching.

This course is designed for the candidates in the ESL endorsement and graduate certificate program to focus on English as a second language teaching and learning.  The issues we will address will include: (a) social and cultural approach to language and literacy; (b) second language learning and identity; (c) culture, ethnicity, race, and language variations; (d) bilingualism; and (e) language attitudes.

Note: Those who have taken EDCI 4760/5760 or ENGL/LANG 4785 prior to Summer 2015 will be credited toward the EDCI 4762 program requirement.

  • EDCI 4350/5350 (3 Credits). Introduction to Second Language Acquisition.

This course is designed to introduce the theoretical and conceptual foundations which form the basis of our current understandings for working with second language learners. The course will focus on both historical and contemporary theories of second language acquisition and introduce the primary proponents of those theories. There will be some grounding for possible applications of second language acquisition understandings to either classroom or more general environments as well. The course will also cover an introduction to bilingualism and how that term might be understood in various contexts. Students in this course will conduct a research project on English Language Learners to further solidify their knowledge of the subject in local realities.  

  • EDCI 5430 (3 Credits). Theory and Methods of ESL I.

This course provides an overview of theoretical and practical considerations in the teaching of English as a second/foreign language; acquaints students with different approaches, methods, and procedures in TESL/TEFL; examines various issues in the profession; requires a 1-credit hour teaching/tutoring component.

  • EDCI 5440 (3 Credits). Theory and Methods of ESL II.

Theory and Methods of ESL II continues the theoretical and practical considerations in the teaching of English as a second/foreign language with an emphasis on Specially Designed Academic Instruction in English (SDAIE), and literacy development for the intermediate and advanced English Language Learner. Application of different approaches, methods, and procedures in TESL/TEFL, Development of curriculum; examines various issues in the profession; requires a teaching/tutoring component. PREREQUISITE: EDCI 5430 or Permission of the Instructor.

  • EDCI 5580 (3 Credits). Internship in English as a Second Language

The purpose of the classroom-based experience in English as a Second Language (ESL) practicum is to provide students an opportunity to demonstrate competence in the standards associated with the ESL endorsement. In addition, we hope that the experience will develop an ethic of self-assessment that is critical to all professional educators.

The practicum can begin only after the student has completed the previous four courses that make up the ESL endorsement (Linguistics, Language Teaching and Social Context; Introduction to Second Language Acquisition; ESL Theory and Methods I; ESL Theory and Methods II). However, work conducted as part of a normal work assignment can be used for the practicum experience, as long as it meets the number of contact hours associated with working with English language learners.


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