The Linguistics Department is now offering a minor in Teaching English as a Second Language. In addition, students majoring in elementary or secondary education will receive an endorsement on their Michigan teaching certificate to teach English as a second language in elementary or secondary school programs. To earn a Teaching English as a Second Language minor in linguistics, the student must complete a minimum of 24 credits to include: LIN 201, ALS 317, 375, 418, 419, and 438. Credit toward the minor will only be allowed for courses with a grade of 2.0 or higher. Students must satisfy the eligibility requirement described under Practicum Eligibility to obtain the minor.

Required Coursework for the Undergraduate Minor in Teaching ESL:

LIN 201 Introduction to Linguistics (4)
Introduction to the modern study of human language. Emphasis on the analysis of sound and structure, variation and change, and linguistic universals.
Commentary: This course introduces students to the modern study of human language and the fundamentals of modern linguistic theory emphasizing its contribution to our understanding of the structure of English and its application in the ESL classroom. The course will focus on teaching students about core areas of linguistic structure: phonetics and phonology (speech sounds and how to pattern them) morphology (word structure) syntax (phrase and sentence structure), semantics (meaning), language universals and historical change. In this course students learn linguistics by working out and handling numerous linguistic problems from a wide variety of world languages. These core areas will be discussed in three parts. The first part will be a description of the area from the point of modern linguistic theory, e.g., in the area of phonetics, a description of the classification of sounds in terms of articulatory phonetics.  The second part will involve the application of the theory to an analysis of the structure of English, e.g., a presentation of the phonetic description of the sounds of modern English.  The third part will explore ways in which this information can be useful in the elementary and secondary ESL classroom, e.g., demonstrating how an understanding of sound structure can help elementary and secondary ESL teachers deal with such matters as accent reduction. This course outlines concepts that focus on developing literacy skills such as: The importance of phoneme-grapheme patterns in reading instruction; the importance of understanding the purpose and function of structure words in reading mastery; the structure of language is revealed in sentence patterns.

ALS 317 Models of Second Language Acquisition (4)
Development of second language ability among children and adults. Topics will include first language acquisition theory, the relationship of second language acquisition to linguistic theory, and a review and evaluation of competing models of second language development.
Commentary: This course adds a theoretical component to students’ preparation to work as TESOL specialists in a variety of contexts. The course will give students an overview of the current proposals concerning the acquisition of skill in second language and will provide an opportunity for students to do research on some aspect of L2 acquisition that is of interest to them. In this course, students will learn the theoretical foundations of first and second language acquisition.  They will compare the various theories of first language acquisition including the behavioristic, nativist, and functional approaches.  They will investigate how language works and develops in the brain as a reflection of the innateness hypothesis that emphasizes age as a major factor in successful acquisition of a first language.  Students will study the taxonomies and models of second language acquisition emphasizing Stephen Krashen’s input hypothesis.  The course will cover both affective principles of language acquisition (those that originate in the student as an individual and as a member of a native culture) and cognitive principles of language acquisition (those that uncover the process of language development in the brain for second language learners).

ALS 375 Language and Culture  (4)
Language viewed as cultural behavior: its system, acquisition and use; its relation to history, attitudes and behavior; and standard languages, social dialects, pidgins and creoles.
Commentary:  In this course, students will be exposed to various approaches to education in other countries something that can greatly affect a non-native speaking student’s adaptation to the American education system.  We will focus on the cultures and sociological issues most commonly encountered in the metropolitan Detroit area.  Students will learn about verbal and not-verbal behaviors, how different cultures view collaborative learning and the cultural influences on student motivation and performance in the elementary and secondary classroom, as well as the influence of factors in the home.

ALS 418 The Teaching of English as a Second Language (4)
Approaches, methods and techniques of teaching listening, speaking, pronunciation, reading, writing, grammar and vocabulary. The use of language tests and laboratory techniques.
Prerequisite: LIN 201
Commentary: In this course students will investigation current methods, approaches, and techniques for teaching ESL to LEP K-12 students. Students will focus on actual classroom practices and activities for teaching reading, writing, listening, pronunciation, conversation, grammar, and vocabulary as well as the integration of techniques to reflect authentic language use. Students will design lessons and activities for elementary and secondary ESL classrooms for each of the skill areas of language learning. They will design, evaluate, and select materials appropriate for second language learners consistent with current methodology in language teaching and learning. These lessons are often a shift in focus for K-12 teachers since the content is the focus in a standard classroom whereas the language is the focus in an ESL classroom, the medium through which the content is taught.  Students will learn how to combine these two approaches in the development of content-based instruction.  Students will develop lesson plans that are appropriate for elementary or secondary education in each of the skill areas of language acquisition (reading, writing, listening, pronunciation, conversation, grammar, vocabulary). They will focus on determining age-appropriate and proficiency-appropriate materials and learn to assess the effectiveness of the materials they choose and design. Students will also learn to modify existing materials and/or assigned curricula to meet the needs of their students and to promote the development of students’ critical thinking skills. Students will learn to design curricula to meet the needs of elementary or secondary ESL learners consistent with theory-based expectations of language improvement. In addition, students will develop skills and intuition for appropriate correction and ways to attain improvement in proficiency by meeting both individual and group needs of elementary and secondary English Language Learners. Students develop a commitment to build professional skills that will help their students communicate and negotiate with others as well as develop critical thinking skills.Candidates focus on understanding and aligning the standards and benchmarks of the Michigan English Language Proficiency Standards, Michigan Curriculum Framework, and ESL Standards for Pre-K, elementary and/or secondary ESL students in curricular planning. Candidates learn that the foundation for instruction of content standards is the professional teaching standards that the teacher has internalized and learned through professional development.

ALS 438 Theory and Practice in Language Testing (4)

A study of the different types of aptitude and achievement tests used in different language settings, including research and educational situations. Brief introduction to test statistics and computerized analysis of test scores. Practical aspects of testing: design, scoring and administration.
Prerequisite: ALS 317 or ALS 418
Commentary: In this course, students will learn to identify, assess, and place students in proficiency-appropriate classes and programs.  A variety of ESL assessment tools used with K-12 student groups will be discussed. There will be an overview of the theoretical bases for assessment development, specifically, practicality, reliability, and validity. Students will learn to design assessment tools for everyday use in the elementary and secondary classroom.  Students will investigate commercial language tests such as the ELPA and learn strategies for preparing English language learners for standardized tests such as the MEAP, ACT, SAT, and TOEFL.  Students will learn the legal implications of Title VI of the Civil Rights Act ensuring that LEP students have the same meaningful access to school programs as minority students, and how to conduct Lau compliance reviews requiring that LEP students have access to the same curricula provided to their English-speaking peers. Candidates understand the principles of assessment and the teacher’s role as a resource to stakeholders of assessment. In addition, candidates recognize that assessment can promote student goal setting, self-evaluation, and autonomy. Candidates review guidelines for adapting assessments to accommodate the students’ cultural characteristics, prior knowledge, and educational experiences. In addition, candidates demonstrate the ability to adjust classroom instruction based on authentic assessment results. Classroom activities are used to assess areas that need further teaching.

ALS 419 ESL Practicum (4)
Supervised experience in ESL with students at various proficiency levels (beginning, intermediate, and advanced) and ages (K-12).
Prerequisite: ALS 418 and permission of instructor
Commentary: Candidates teach classes in a program that is similar to an intensive English program (IEP) for children.  Children enrolled in the program come from both public and private schools within Oakland County. These students are placed in classes according to their grade level. Within each grade level, students’ language proficiency is assessed.  English as a second language learners then will work in groups at their proficiency level as well as in groups of multi-level proficiency.  Children attend class from 6:00 pm to 8:00 pm Monday and Wednesday for thirteen weeks. An experienced K-12 ESL teacher acts as a supervisor (the instructor of record) and is present during all class sessions to assist teachers with lesson plans, student placement, and classroom issues.  In addition, the supervising teacher performs a minimum of three formal observations and evaluations of the practicum teachers.  The practicum is held at Hispanic Outreach in Pontiac. Candidates will demonstrate an understanding of typical behaviors of second language learners at various levels of proficiency during the natural process of language acquisition in the classroom by the creation of authentic language assessments and meaningful classroom activities.  During the practicum experience candidates demonstrate an understanding of how to integrate and align the ESL Standards for the ESL Pre-K, elementary and secondary students, the Michigan Curriculum Framework and Michigan English Language Proficiency Standards. This understanding is demonstrated through the use of appropriate classroom strategies and techniques that support second language and academic learning. Candidates must demonstrate a high level of competency in teaching English language learners during the practicum experience. They must develop lessons that combine a variety of activities using content area subject matter to teach speaking, listening, reading and writing for social and academic purposes. Candidates are required to examine and interpret student progress through multiple assessments. In addition, candidates communicate these findings to stakeholders by holding parent-teacher conferences and providing parents and the students’ home school district with a final student performance evaluation. During the practicum experience teachers continue to develop their professional expertise through peer coaching, team teaching, and collaborative curriculum development, and classroom based research.  Candidates will use this developing knowledge to provide professional advice and assistance to parents, students, teachers and communities. Click here for more on the practicum teaching program.