Dr. Jenna Shim
1000 E. University Ave.
Laramie, WY 82071
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 worked to collapse the two language courses (linguistics and sociolinguistics) into one course: Linguistics, Language Teaching and Social Context. At the same time (again based on feedback from teachers), we have extended coursework around the theory and methods of ESL into two classes: Theory and Methods of ESL I (generally focused on early English language development) and Theory and Methods of ESL II (generally focused on advanced English language development).
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):
The examination of the components of grammar (phonetics, phonology, morphology, syntax, semantics and pragmatics) will be presented in brief form, focusing on how these components can best be presented to the English Language Learner. The readings and discussions about the various relationships between language and society will be designed to offer teachers the opportunity to explore how they may best and most effectively interact with their ESL students, and will include topics such as (but not limited to) regional/social/professional varieties/dialects; language and power/prestige, including the English Only movement; bilingualism/code switching; the concept of language rights; the relationship between language and identity; speech communities; and gender differences in language use.
This course is designed to address the theoretical and conceptual foundations of working with second language learners. The course will focus on both historical and contemporary theories of second language acquisition. It will then focus on the classroom applications of this theoretical base to interactions with English language learners, curriculum, instruction, assessment and evaluation, classroom organization, and school-community relations. School-based program models that focus on strengthening primary language proficiency, English language proficiency (English as a Second Language) and content and language acquisition (Specially Designed Academic Instruction in English) will be reviewed as well as the role of assessment in placement and program evaluation. It will include a discussion of the history of language learning including bilingual education as well as the political dimensions of bilingual education. Native American language revitalization issues will also be a key feature in this course.
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.
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.
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.