Applied Linguistics MA Program | Courses & Requirements
Current Class Schedule
Requirements (all courses are 3 units)
- Linguistics 550: Theory and Practice of Teaching English as a Second
Language
- Linguistics 652: Second Language Acquisition
- Two classes (6
units) from the following courses in Applied Linguistics:
- Linguistics 623: Immigrant Languages
- Linguistics 650: Materials Development for Second Language Teaching
- Linguistics 653: ESL Reading and Writing
- Linguistics 655: English for Specific Purposes and Content-based
instruction
- Two courses (6 units) required of all linguistics M.A. students:
- Linguistics 521 Phonology (prerequisite: Ling 420 or 520) or Ling.621 (prerequisite:
Ling 521)
- Linguistics 622 Discourse and Syntax (prerequisite: Ling 522)
- Linguistics 795: Seminar in Linguistics (with Applied Linguistics
content)
- Linguistics 740: Internship in ESL (for those with no ESL/EFL
teaching experience)
- Completion of a thesis (Plan A) or comprehensive exam (Plan
B).
* Additional classes appropriate to completion of the 30-unit program, see
the Graduate Bulletin
Applied Linguistics Course Descriptions
Linguistics 550
Theory and Practice of Teaching English as a Second Language.
Introduction to the theory and practice of teaching ESL/EFL, including current
approaches and methodologies. Principles and methods associated with
teaching the four skills, grammar, and vocabulary.
Linguistics 652 Second Language Acquisition.
Discussion of theories of second
language
acquisition and the interaction of first and second language acquisition.
The effects of classroom learning and other factors.
(prerequisite: Ling. 452 or 552; Ling. 550)
Linguistics 623 Immigrant Languages.
The phonology, morphology, syntax, orthography
and lexicon of the languages of immigrants in the San Diego area.
(prerequisite: Ling. 420 or 520).
Linguistics 650 Materials Development.
Materials development and evaluation
for the teaching of
second language speaking and listening; the relation of teaching materials
to the
current literature. (prerequisite: Ling. 550)
Linguistics 653 Discourse Analysis and the Teaching of Reading and Writing.
Analyses
of written texts for the purposes of selection and teaching. Readings in
text analysis, contrastive rhetoric and ESL reading and writing processes.
(prerequisites: Ling. 420 or 520; Ling. 550)
Linguistics 655 English for Specific Purposes and Content-based Instruction.
Theory,
practice, and history of these two related approaches to ESL / EFL.
Linguistics 740: Internship in ESL.
Selected readings and discussion;
assignment to a
teaching site; debriefing sessions, internship journals and video-taping.
Opportunities for self-assessment. (prerequisite: Ling. 550). For waiver
of Ling. 740, consult the Graduate Advisor. Note: waiving 740 does not
waive the three units that the class carries; another three unit course must
be taken in its place.
* for additional classes appropriate to completion of the 30-unit program,
see the Graduate Bulletin
* Completion of a thesis (Plan A) or comprehensive exam (Plan B).
Additional information about Linguitics 795
Previously taught seminars in Applied Linguistics:
A Corpus Linguistic Perspective on Discourse Analysis. Spring 2004.
Corpus
linguists describe language patterns in large collections of naturally occurring
discourse (also known as a corpus). In this seminar, we looked at how corpus
linguistics can inform us about patterns of language use, and how it relates
to language teaching.
Written Discourse Analysis: Spring 2003
This seminar explored current issues in written discourse analysis with special
attention to methods of analysis that have been used in the study of academic
discourse. Both the structure of discourse as well as the social contexts
in which texts are produced were discussed.
Genre and Pedagogy: Spring 2002
This seminar was devoted to three major topics: varied theoretical constructions
of "genre," published research into the nature of genres, and pedagogical
applications of genre theory and research.
Second Language Acquisition and Teaching: Fall 2001
This seminar focused on issues in foreign language teaching from vocabulary
goals to the teaching of syntax, readings, and other language components
and skills. While the questions asked were drawn from issues raised by SILL
(Sheltered-Initiation-Language-Learning), the focus was on bringing in a
variety of answers.
Language Teaching and Technology: Spring 2000
Linguistic Connections between Spoken and Written Language: Fall 1999
This seminar focused on connections between two bodies of work concerned with
speech and writing: i) the discourse analysis literature on the relationship
of spoken and written language, and ii) ethnographic studies of literacy
in context.
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