TESOL-MALLGraduate school handbook

Spring 2015

Graduate Student Handbook for TESOL-MALL

Teaching English to speakers of Other Languages (TESOL)

&

Multimedia Assisted Language Learning (MALL)

WOOSONG UNIVERSITY509 Woosong Language Institute Building196-5 Jayang-Dong, Dong-GuDaejeon, Korea

Tel: 82-42-630-9895Fax: 82-42-631-3180email: tesolmall@woosong.org

tesolmall.weebly.comandtesol.wsu.ac.krandmoodle.wsu.ac.kr

revised -- 10 february 2015

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The TESOL-MALL Program educates trains and develops professional English teachers in this era of increasing globalization to be specialists who contribute to the devel-opment of English as a foreign language (EFL) education and multimedia-assisted EFL education. This program of-fers an interdisciplinary curriculum and multimedia-assisted language learning with highly qualified domestic and international faculty. The TESOL-MALL Program of-fers M.A. degree programs with student exchanges with leading universities in North America and in Europe. The program is one of the few English-only programs for both native and non-native speakers of English in Korea.

The provision of adequate English language teaching serv-ices is a worldwide challenge. The demand for EFL special-ists in Korea and elsewhere continues to expand. English has become the world's lingua franca and is widely taught as an international language in every part of the world. These factors combined have created an obvious and overwhelm-

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Introducing TESOL-MALL

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ing need for teachers specially trained in the structure of English, applied linguis-tics, language teaching methodology, course design, language testing, and the place of language in multicultural educa-tion. As well, the rapid development and diffusion of information processing tech-nologies, in combination with language education through multimedia instruc-tional approaches, has opened new ave-nues in the field. Additionally, the our un-derstanding of the social, cultural, and po-litical implications of the EFL profession in our contemporary world require English teaching professionals to explore new con-structs and perspectives that require spe-cial knowledge and skills.

The Master of Arts in Teaching English for Speakers of Other Languages (MATESOL) qualifies holders of this degree to teach English as a Second Language (ESL) or English as a Foreign Language (EFL). Graduates of the program become teach-ers, curriculum specialists, or administra-tors in ESL/EFL programs, at all levels: pri-mary, secondary, college, an continuing edu-cation levels, both in Korea and abroad.

The Masters of Arts Program in TESOL-MALL is open to both experienced and

prospective language educators, both do-mestic and international, who wish to start or upgrade their ESL or EFL career in Ko-rea or abroad. Our flexible curricular de-sign accommodates the specific needs of each type of student and their varying ca-reer objectives while offering maximum in-teraction among a multilingual student population.

Program philosophies and goals

The program aims to cultivate:

●%World citizens who will be leaders within the globalization and information transmission processes and related lan-guage acquisition needs of the future,

●%English language speaking experts in the development of advanced comprehension of various cultures in the world to promote better understanding of self and others,

●%Multiskilled experts who combine practi-cal English language and information proc-essing skills to meet students' needs and interests.

Program objectives

Woosong University adheres to a belief in lifelong education. Therefore, Woosong Graduate School programs offer courses

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that integrate strong theoretical founda-tions with practical applications of learned knowledge. The university assists both fac-ulty and students to engage in critical re-search through scientific methods and meaningful instruction. The university strives to produce professionals who have the leadership and creative abilities that will enable them to contribute to various fields of domestic and foreign business, education, and industry.

History of the TESOL-MALL Gradu-ate School

The university founded the Graduate School of Foreign Language Communica-tion at Woosong University in the spring of 1999. Three years later, in October, 2002 the Department of Foreign Language Communication was renamed the Depart-ment of TESOL-MALL.

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Entrance considerations

●% The University offers both day and night classes.

●% The Dean of the Graduate School empowers 3 selection committees.

●% The Dean of the Graduate School certifies the selection procedures and approves successful candidates.

●% Company officials, technicians, architects, accountants, MA degrees, and students with good undergraduate records may be selected preferentially under special consideration.

●% Special consideration includes selection of candidates by examining their personal and academic histories and plans and by interview. More detailed information is on the en-trance requirements form.

●% General consideration, too, includes selection of candi-dates by examining their personal and academic histories and plans, and by interview.

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Rules and Regulations of the Graduate School

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●% The allowable range and length of em-ployment and the acceptable standard of undergraduate grades will be available on the entrance requirements form.

●% Supernumeraries such as overseas Kore-ans, students studying abroad, foreigners, and people recommended by the board of education may be admitted following an examination of their personal and aca-demic histories and plans, and by inter-view.

Scholarships

Scholarship types, requirements and range of funding

General scholarships

A. Employment scholarship

●%Requirements: Those who have experi-ence working for a company for more than 18 months. They need to submit a certifi-cate of employment in support of the appli-cation.

●%Value: 40% of tuition

B. Woosong Alumni scholarship

●%Requirements: Those who finished their BA degree at Woosong University.

●%Value: entrance fee

C. Academic Excellence scholarship

●%Requirements: Full-time students who at-tain at least an A (4.0) GPA in the recent semester.

●%Value: 20% of tuition

D. Teaching/Research Assistant scholar-ship

●%Requirements: Full-time students who are involved in studying and researching for a necessary project.

●%Selection Criteria: A study and/or project proposal must be submitted in support of the application for scholarship, which will be considered by the University's Scholar-ship Committee. The acceptable number of people in the application is decided by the Scholarship Committee, which will also determine if the support will continue based upon evaluation of accomplishment.

●%Value: full amount of tuition

Special scholarships

Requirements:

●%In-service teachers and those who have a certificate of teaching of the same or simi-lar major with the major in TESOL-MALL

●%Students with good undergraduate re-cords during junior & senior years (GPA 3.75/4.5)

●%Native speakers of English who have a BA degree

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●%Over 3 years working at Woosong Univer-sity, including his/her spouse and children

●%Value: 50% of tuition

●%Selection Criteria: Professors recom-mend qualified students for this scholar-ship to the President of the University.

●%Students who receive General and Spe-cial scholarships have to maintain a GPA of 3.25 or above to continue to receive the scholarship.

Scholarships from other organizations

Requirements: Students are selected through scholarship funds, companies, gov-ernment, etc.

●%Selection:

o%When there are some official requests from the scholarship funds, the Board of Students' Welfare considers if any depart-ments are suitable for the scholarship and request it.

o%After reconsidering the selected stu-dents, they are recommended in the name of the President of the University.

General criteria for selection:

A scholarship student is selected based on the recommendation of the head professor and the approval of the President of the

University after consideration by the Schol-arship Committee.

The President of the University can deter-mine a scholarship student even though that student is not qualified under the regu-lations.

In the selection of the students who get a scholarship from the school, students have to meet the following requirements:

●%They can get a scholarship only by the 4th semester.

●%Full-time students are those who are reg-istered for over 6 credits during the recent semester.

●%Students have to take over 6 credits ex-cluding I (Incomplete) courses.

●%Scholarships cannot be duplicated. (i.e., students cannot receive 2 scholarships at the same time.)

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The Department of TESOL-MALL organizes its own cur-riculum. Below are some basic principles and rules for the TESOL-MALL curriculum and coursework.

●% Thesis Research, for both quantitative and qualitative studies, as well as the non-thesis option, is required and can be registered for from their 4th semester by students who have finished minimum 21 credits and submitted a research plan.

●% When a department wants to change its curriculum, it needs to inform the Dean at least 3 months before the changes will take effect.

●% The head of the department decides the current semes-ter’s course offerings at least one month prior to the start of each semester, subject to approval by the Dean.

●% Courses will be cancelled when there are less than three students registered.

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Regulations for Coursework and Curriculum

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● Professors can take just one course per semester. But if they take thesis research or if the Dean permits, they can teach more than one course.

●% The head of the department evaluates prerequisite course compliance at the be-ginning of the semester. These courses are not graded but are evaluated as completed or not.

●% When a student fails a subject (grade be-low C), he or she can reregister for the course or other courses. Students can re-take already completed courses in order to improve their grade. In this case, they have to re-register and pay for that course.

●% Students who want to take some courses at collaborating schools should be admit-ted to the school in advance. Six credits per one semester, and a total 12 credits, may be accepted at the request of the Head of Department and the approval of the Dean of the Graduate School.

●% When a student wants to request a leave of absence because of military service, af-ter attending two thirds of all classes, the grades for those courses can be submitted.

●% Credits for courses that returning stu-dents had taken before absences can be ad-mitted after they come back.

●% When courses that returning students failed are no longer offered, other courses can be substituted.

Registering, Leave of Absence, Re-turning, and Re-entrance

● Students should register and pay for the courses for which they have enrolled re-gardless of the period they should be in school.

●% Though students have finished all the necessary credits, they should register and pay tuition for the semester in which they will submit their thesis.

●% Taking a leave of absence may be al-lowed before starting each semester.

●% Students who want to take a leave of ab-sence have to receive permission from the Dean and Head of the Department by fill-ing out a leave of absence form and attach-ing a reasonable certificate.

●% Students who want to postpone the pe-riod of absence have to receive permission from the Dean and Head of the Depart-ment by submitting the appropriate paper-work before the period expires. Reasons for extending leave of absence includes sickness or working outside of Korea.

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●% The allowable period of returning is the registration period at the beginning of each semester.

●% When a student who has been expelled from a school wants to reenter the school, the Dean may approve re-entrance once within 2 years from the date of expulsion.

●% When students want to reenter a school, they have to submit the appropri-ate paperwork to the Dean during the reg-istration period.

●% Course work completed and credits earned by an expelled student may be ac-cepted at the discretion of the student's de-partment.

Thesis research courses

●% Students must have their thesis proposal approved by their thesis advisor before reg-istering for Thesis Research.

●% The research course is a non-degree course that is part of the master's program.

●% The entrance period and procedures of the research course apply to the master's program.

●% The requirements of the research course apply to the master's program and will be on the entrance requirements form.

●% Failed applicants in the masters program may be preferentially selected into the re-search course according to their grades.

●% The research period is 1 semester; how-ever, if the student does not complete the research in one semester they may con-tinue doing their research for additional se-mesters without enrolling in additional re-search courses.

●% Tuition for the research course applies to the master's program.

●% Curriculum for the research course ap-plies to the master's program.

Master's thesis oral defense

●% The thesis shall be written according to the regulations of the school.

●% Academic advisors are chosen in the first semester. Students need to confirm, or change, their thesis advisors in their third semester

●% Current faculty or visiting professors can be thesis advisors.

●% Once confirmed, thesis advisor change may become unavoidable. In these cases the change in advisors requires the ap-proval of the Dean and Head of the De-partment.

● In order to submit the thesis, students have to work under the advisor's guidance.

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● Students must submit a thesis proposal at the end of the 3rd semester to their the-sis advisor.

●% When students want to change a thesis plan, they must receive their thesis advi-sor's and the head of the department’s ap-proval by submitting both the reason they had to change and a new thesis plan.

●% Students who have submitted a thesis proposal and had it approved should take Thesis Research from the 4th semester.

●% When submitting a thesis, students have to submit the prescribed forms and the examination fee.

●% The thesis may be submitted by the 1st week of May and the 1st week of Novem-ber each year.

●% The thesis must be submitted within 5 years of finishing all courses.

●% The thesis committee examines the the-sis and conducts the oral examination.

●% The thesis committee is responsible to the Dean of the Graduate School.

●% The thesis committee will be selected by the student in consultation with the the-sis advisor.

●% The thesis committee will be composed of three members including the thesis advi-sor.

●% The thesis oral defense decision is either "pass" or "fail." [“accepted with revisions” is a pass]

●% The thesis oral defense may be con-ducted only twice.

●% If the thesis oral defense is failed, it can be examined once again after revision with the help of the thesis advisor.

●% If the thesis oral defense is failed in the reexamination, it cannot be submitted again. In this case, students should submit a new thesis plan and thesis.

●% The chair of the committee has to sub-mit the result of the oral defense to the Dean of the Graduate School within 5 days of the oral defense.

●% Three hardcopies of the thesis passed in the examination should be submitted with all the committee's approval within the pre-scribed period. Students may wish to pro-vide additional hardcopies of their thesis for their committee members.

● If students took the master's degree in a collaborating school in the period of atten-dance at school, the thesis and oral de-fense will be accepted, but the thesis should be submitted according to the regu-lations.

Thesis Regulations

Requirements11

1. Students will be given a thesis advisor in the first semester. In the third semester they must confirm or change their advisor to reflect their status as a thesis advisor.

2. Students have to submit their thesis pro-posal to their advisor and have it approved prior to registering for the Thesis Research course.

3. Students have to pass the comprehen-sive examination before submitting a the-sis proposal.

4. Thesis should be written in APA style and edited and proofread before submis-sion for review by their committee.

5. All the required credits including Thesis Research have to be taken.

6. Students must submit a thesis within 5 years after finishing all the required cred-its.

Submitting a thesis to your committee

When submitting a thesis for examination, students have to hand in the following forms and documents:

• The M.A. thesis examination form

• Three copies of the M.A. Thesis Ab-stract. These may be electronic or hard copies dependent upon the preferences of your committee members.

• Three copies of the M.A. thesis. These may be electronic or hard copies depend-ent upon the preferences of your com-mittee members.

Additionally the following procedures must be followed:

• The thesis should be submitted two weeks prior to the defense date sched-uled.

• The student is responsible for arranging the time and place of the defense.

• Students must pay an examination fee.

• Copies of the final versions of the thesis files must be submitted to the TESOL-MALL office manager on a CD Rom.

• A Label must be attached to the CD.

The label needs to be in Korean. See the example of the label below.

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학과 (Department)학번 (student number)성명 (student name)

학위구분 (type of degree)

화일명 (file name) 20138366.txt & 20138366.hwp (include text and HWP files)

작성 wp (Hangul WP version)

연락처 (phone numbers)확인 (advisor confirmation)

논문심사위원장 (인)(get your advisor’s signature)

• Include a txt file with the following infor-mation in your CD.Example of bibliography file

TY TESOL

AK Name (Korean)

AE Name (English)

TK Topic (Korean)

TE Topic (English)

DP TESOL-MALL

YR 2003

PG p.110

LN Text Language

SK Key word

AB Abstract

Prior to the oral defense the follow items need to be confirmed by the Thesis Advi-sor and/or Chair of Committee.

• Personal profile

• Content of thesis

• File name

• Disk virus

• Oral defense time and place

• Time: Must be set 2 weeks prior to the defense.

• Place: Will be set in a classroom convenient to the students and committee members preferably WLI room 706 [Committee members and students may at-tend via video conference]

Submitting a thesis that has passed examination

The following items must be submitted to the TESOL-MALL office:

• Three hard copies of the thesis (addi-tional copies if needed for committee members

• The thesis file(s) on a CD Rom

• One version in Hangul WP file (stu-dent number.hwp)

• A second, identical version as a text file (student number.txt)

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Teachers working in Korea now have the opportunity to earn a Master’s in TESOL degree from both St. Cloud State University and Woosong University through the St. Cloud State University/Woosong University Dual Degree Master’s in TESOL Program. Successful completion of this program results in the conferral of a Master of Arts diploma from both institutions. St. Cloud State courses may be done ei-ther online or at St. Cloud State University.

Students must successfully complete two semesters of study in the Department of TESOL-MALL before they can enter the dual degree program and begin taking St. Cloud State courses. Teaching Assistantship positions are available on a competitive basis. Thesis advising may be done through electronic correspondence with thesis committee members, with the thesis defense being done via video conferencing.

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SCSU Dual Degree program

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The thesis committee must be comprised of two St. Cloud State faculty members and one TESOL-MALL faculty member.

Qualified students interested in the dual degree program may be awarded teaching positions in the Woosong Language Insti-tute (WLI). As Woosong University em-ployees, WLI teachers receive a 50% tui-tion scholarship in the TESOL-MALL Master’s Program.

SCSU/ Woosong University Dual De-gree MATESOL Program outline

PROGRAM STRUCTURE

• Acceptance into the TESOL-MALL Mas-ter’s Program at Woosong University

• 15 credit hours of coursework in the TESOL-MALL Program (5 graduate courses)

• Acceptance into the Master of Arts in English, emphasis in Teaching English as a Second Language Program at St. Cloud State University

• 15 credit hours of coursework in the St. Cloud State Master’s in TESL Program plus 6 credit hours of thesis study.

Typical TESOL-MALL courses

• Issues in TESOL

• ESL/EFL Curriculum & Materials Devel-opment

• Design & Development of Multimedia Instructional Programs

• Introduction to Critical English Lan-guage Teaching

• Neurolinguistics and TESOL

• Globalization, World Englishes, Social Justice & ELT

Typical SCSU courses

• Seminar in TESL Methods

• Theories of Second Language Acquisition

• ESL and Culture

• Vocabulary Acquisition

• Literacy for Second Language Learners

• Assessment, Evaluation, and Testing in TESLAdministrative action steps for ap-plying to and completing the dual de-gree program.

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% ◦% Enroll in the TESOL-MALL pro-gram.

% ◦% An initial enrollment, indicate inten-tion to apply to dual degree program. This is not to limit your choices in any way, rather this is to help TESOL-MALL be prepared for your later admission to SCSU.

% ◦% Students complete 5 WSU courses.

% ◦% Students need can only officially apply at the end of the semester in which they complete their 5th WSU course  [gener-ally this will be the 1st week of June and the 2nd week of December]

% ◦% However, because the process can take time and the time is sometimes short (particularly between Woosong fall and SCSU spring semesters).  We ask that you start the process in the semester you are completing your 5th course at Woosong, rather than waiting to the end of that term.

% ▪% After you finish the semester prior to the 5th course

% ▪% You will need to fill out an online form here: https://docs.google.com/forms/d/1BWMC6TqvuZHbpTXZ7NJzoRwnFOjGdxhdNzeeeA2qrUE/edit#

% ▪% That notifies us to complete our rec-ommendation letter.

% ▪% This recommendation letter will come from head of the TESOL-MALL de-partment.

% ▪% Request and unofficial transcript and send to SCSU -- scan and e-mail to the SCSU registrar.

% ▪% Begin on line application process at SCSU at this URL: https://app.applyyourself.com/AYApplicantLogin/fl_ApplicantConnectLogin.asp?id=stcloudg

% ▪% Reminder: Simultaneous enrollment in both institutions is not permitted.

% ◦% The department head of TESOL-MALL completes the recommendation let-ter and forwards it to the WSU administra-tion office and SCSU.

% ◦% After you complete your fifth course request to TESOL-MALL that an official transcript be sent to SCSU.

% ◦% TESOL-MALL and WSU administra-tion sends transcripts to SCSU.

% ◦% SCSU officially admits the student to their TESL MA program.

% ◦% At the end of each term at SCSU, the student needs to verify courses taken and continuing enrollment status in the pro-gram. This verification is completed by sending copies of the unofficial transcript,

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and a receipt showing that the student has paid tuition.

% ◦% At the completion of SCSU course-work and thesis, SCSU and the student will verify degree completion. This verifica-tion has four parts:

% ▪% Notify Woosong and TESOL-MALL in advance of completion of their intent to graduate. This deadline is the first day of each semester. [Typically March 1 and Sept. 1]

% ▪% Thesis is defended and deposited at SCSU, the student must send a copy offi-cial transcripts from SCSU indicating that the degree has been granted to them by SCSU to WSU. Request these at:   <http://www.stcloudstate.edu/registrar/students/transcripts.asp>

% ▪% Students file an electronic copy of their thesis with the TESOL-MALL office: tesolmall@woosong.org

% ▪% Students file three hardcopies of their thesis with TESOL-MALL.  As the print-ing cost in Korea is much less than in the USA, students may wish to have additional copies printed at this time (e.g. a personal copy, or for family, or committee mem-bers).

% ◦% Dual degree awarded. CONGRATU-LATIONS!

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TESOL-MALL PROGRAM REQUIREMENTS

The TESOL-MALL MA Program has thesis and non-thesis tracks for graduation. Generally, an MA degree with thesis is considered to be a more advanced degree than a non-thesis MA. Students looking for greater recognition of their degree or who may be considering doing a Ph.D. in the fu-ture should take the thesis track. The following guidelines describe the requirements for each graduation track.

Thesis Track

This program consists of four basic components: course-work, candidacy examination, the formation of a thesis com-mittee, and the M.A. paper.

Course work

Required credits: A minimum of 24 credits of course work is required, including four mandatory courses:

●%TESOL 501: Issues in TESOL,

●%TESOL 501W: Writing for Academic Purposes 18

TESOL-MALL program requirements

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●%Either TESOL 593A: Qualitative Re-search Design & Methods, or, TESOL 593B: Quantitative Research Design & Methods,

●%TESOL 600: Thesis Research 1.

Elective credits: Students must take a total of 5 elective courses and must successfully complete one course in each of the three curricular strands of TESOL, MALL, and CELT.

A minimum grade-point average of 3.0 for work done at the University is required for graduation and to maintain good academic standing.

M.A. (thesis) committee composition

All M.A. TESOL-MALL candidates are as-signed an initial adviser upon admission to the program. Prior to or during the third semester, the student must select and meet with his/her thesis advisor to discuss coursework and a preliminary topic for the M.A. paper. All thesis committees will have three members with a minimum of two from the Department of TESOL-MALL. The chair of the committee must be a faculty member of the Department of TESOL-MALL. Once the M.A. TESOL-MALL candidate and his/her thesis advisor have completed the TESOL-MALL pro-gram of graduate study and agreed upon a preliminary topic of the M.A. paper, the

candidate must select and meet with the two other members of his/her committee, and get their consent to be on the commit-tee.

M.A. paper (thesis)

The student will develop their thesis re-search with the support, advice and con-sent of their thesis advisor. Then, upon ap-proval of his or her thesis advisor, will sub-mit copies of the final draft of their M.A. paper to all three committee members, typically during the fourth semester, and two weeks prior to the anticipated defense date. In consultation with his or her com-mittee, the student will set a date, time, and venue for the oral examination of the M.A. paper. During the oral examination, the student should present his/her paper to the faculty and other students in a for-mal manner.

Program Calendar for a TESOL-MALL thesis track

Semester 1

• Meet with your initial (academic) advisor

• Register for classes on the first day

• Begin coursework.

Semester 2

• Meet with your academic advisor and prepare for the coming semester(s)

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• Continue coursework

Semester 3

• Meet with your advisor

• Decide if you are going to write a thesis

• If you choose the thesis option:

• Select a thesis advisor (depending on your decision, you may need to fill out paperwork to change advisor)

• Meet with your thesis advisor to estab-lish your course of study and discuss your M.A. paper topic

• Decide on a preliminary topic for your M.A. paper

• Invite two additional faculty members to serve on your M.A. committee.

• Submit thesis proposal for MA Candi-dacy to thesis advisor by the end of the semester.

Semester 4

• Complete coursework

• Keep your thesis advisor informed of the status of your M.A. paper

• Submit your first complete draft of your M.A. paper to your advisor for review and feedback. Revise as needed

• Distribute a second draft of your M.A. paper to committee members for review and feedback

• Revise your M.A. paper as needed

• Prepare your M.A. paper using American Psychological Association (APA) style.

• Submit final version of M.A. paper to thesis advisor.

• With thesis advisor’s approval, distribute copies of the final version of thesis to other committee members.

• Sit for your oral examination of M.A. pa-per (oral defense of your thesis).

• Make revisions of thesis as required by your thesis committee.

• Submit thesis for printing following the procedures listed above

Non-thesis track

This program consists of three basic com-ponents: coursework, portfolio examina-tion, and an MA project. Students must choose a faculty advisor by the end of their third semester to supervise their portfolio and MA project. The portfolio and MA project will be examined by a TESOL-MALL faculty committee for approval.

Coursework

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Non-thesis track students must complete 27 credit hours of courses with TESOL 501: Issues in TESOL being the only re-quired course. Students must also take a minimum of one course in all three strands of the program: TESOL, CELT, and MALL. Students must have a cumulative GPA of 3.0 to graduate.

Portfolio

Non-thesis track students will complete a portfolio of the work they have done in the program under the supervision of their advisor. The portfolio will be submitted to a TESOL-MALL faculty committee for ex-amination and approval.

MA Project

Non-thesis track students will complete an MA project under the guidance of their ad-visor. The nature of the project will be dis-cussed with the faculty advisor and may be curricular, pedagogical, or research based. The MA project will be submitted to a TESOL-MALL faculty committee for ex-amination and approval.

The Program Calendar for a TESOL-MALL non-thesis track mirrors the pro-gram for thesis track except that the stu-dents will be completing a portfolio or a MA project rather than a research based thesis paper.

TESOL-MALL Portfolio Guidelines and Checklist

The list of items below represent the ele-ments of your portfolio. The following in-structions will guide you through the proc-ess.

% •% Cover page. You may choose to be creative with the cover sheet—or just plain-old-dry-academic style.  However, the cover page must include your name, your advisor’s name, the years you studied at TESOL-MALL, your hometown and na-tionality, and the date submitted.

% •% Table of contents that outlines all of the items that you have included in your portfolio.

% •% Label the five main sections of your portfolio [you can use commercial tabs or separators]:

% ◦% Introductory reflection on your expe-riences at TESOL-MALL,

% ◦% TESOL coursework,

% ◦% MALL coursework,

% ◦% CELT coursework, and

% ◦% A summary reflection on changes in your goals and plans based on your experi-ences at TESOL-MALL.

% •% Each coursework section should con-tain at least two work products from each

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content strand. The three content strands include courses that start with those let-ters -- TESOL, MALL, and CELT.  While students need only include two items form each strand a total of nine work products is required.

% •% A work product is something you pro-duced as a student in TESOL-MALL (al-most always as an assignment for class), for example, a class (powerpoint) presenta-tion, a literature review, an annotated bibli-ography, a research project, or a lesson plan.  We need to see at least five differ-ent genres of work products.

% •% The introduction section reflects on the circumstances that brought you to TESOL-MALL, your expectations for the program, what you hoped to learn and do, and things along those lines. You should also introduce the sections of your portfo-lio. [around 500 words]

% •% For each of the content strands, please begin with a short description of what you now know to be the focus and content of that strand of the program in a paragraph or two. [between 150 and 300 words]

% •% After each work product in a content strand, please provide a reflection on that project. [each will be between 150 and 300

words]  Things you might reflect on therein include:

% ◦% Why did you select this piece?

% ◦% How did this piece expand/change your understanding of TESOL, yourself, your students, or some other element of our profession?  

% ◦% How will you use this piece and what you have learned from it in your future work in TESOL?

% •% Finally for the summary reflection summarize the materials you have col-lected, and write about your future oppor-tunities in TESOL, how you intend to re-shape or expand your career, and how your experiences TESOL-MALL will aid you along that career path. [around 500 words]

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Course descriptions

Required Courses for All Students

TESOL 500: Issues in TESOL

This is a foundational and required course for all TESOL-MALL students. It covers numerous educational theories and research in historical, philosophical, socio-cultural, and other diverse contexts so that students can make connec-tions between the various theoretical discourses, research and teaching practices they will experience or be engaged in the future. This is a seminar course in which students are asked to make presentations and lead discussions based on weekly readings.

Required Courses for Thesis Track Students:

Thesis track students must take the following courses in their first or second semester

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Course descriptions

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TESOL 501: Writing for Academic Pur-poses

This required course is designed to ac-quaint students with necessary field spe-cific academic jargon, how to write (and read) academic research articles, and help students to orient themselves to the vari-ous necessities of graduate level writing. In addition, this course will help students un-derstand the pedagogy of EFL/ESL writing by reading about and engaging in both process writing activities including: genre, peer review, revision techniques, proofread-ing, multimedia editing tools, and the de-tails of academic format and citation.

Thesis track students must take one of the following courses in their third semester

TESOL 590: Introduction to Research De-sign & Methods

This course is designed to introduce stu-dents the variety of quantitative and quali-tative methods and techniques that are necessary for engaging in thesis work. The first half of the course will focus on quanti-tative methods and the second half will fo-cus on qualitative methods. On the quanti-tative side, students will learn about de-scriptive statistics including measures of central tendency and correlation, as well

as, inferential statistics including t-tests and experimental design. On the qualita-tive side students will learn about five com-mon approaches to qualitative research in-cluding case studies, phenomenology, grounded theory, ethnography and narra-tive research and the tools for collecting and analyzing data for such studies. This course may be taken in addition to the ad-vanced courses in quantitative and qualita-tive methodology, but if taken as the sole research methodology course, it should be taken during the 3rd semester of a stu-dent's program.

TESOL 591: Qualitative Research Design & Methods

This course is designed to teach students a variety of qualitative methods and tech-niques that are necessary for engaging in thesis work, including ethnographic inter-views, surveys, participant observation, nar-rative and phenomenological approaches, as well as mixed methods approaches. It covers ways to find research issues, formu-late research questions, write a thesis pro-posal, collect and analyze data, and report and discuss results. This course should be taken during the 3rd semester of a stu-dent's program.

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TESOL 592: Quantitative Research Design & Methods

This course is designed to teach the basic principles and techniques of quantitative research. It covers ways to find research is-sues, formulate research questions, write a thesis proposal, collect and analyze data us-ing statistical packages such as SPSS and other quantitative analysis methods, and report and discuss results. This course should be taken during the 3rd semester of a student's program.

Thesis Research Course:

All thesis students must take this course during their final semester

TESOL 600: Thesis Research 1

This course is for students who are ready to begin their thesis research. Students must have completed 21 hours of courses, including required courses, and have had their thesis proposal approved for candi-dacy. Students who do not meet these re-quirements will not be allowed to take this course or begin their thesis research. This course is not a regularly scheduled course. Students will negotiate meeting times with their advisor.

Spring semester course offerings

CELT 501: Introduction to Critical Eng-lish Language Teaching (CELT)

This course will survey theories and peda-gogies in recent approaches to CELT. This course serves as an introduction to the courses of CELT 590 and CELT 500R. Lit-erature surveyed in this course includes the theoretical and pedagogical concepts of situated learning, dialogism, inquiry edu-cation, project based curricula, communi-ties of practice, post-structural and post-modern approaches to ELT, intertextuality, multiple modalities of representation, me-dia literacy, and cultural studies ap-proaches to ELT. In doing so, this course informs students of emerging ideas in TE-SOL and how these ideas may be applied to classroom practices.

CELT 503: Globalization, World Englishes, Social Justice, & ELT

This course helps students investigate vari-ous pedagogical issues and practices, such as communicative language teaching (CLT) and other progressive teaching approaches, in the context of postmodernism and criti-cal postmodernism in order to understand various educational changes in relation to various philosophical, sociopolitical, cul-tural, and economic factors in society and

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the world. In doing so, this course aims to help students develop their own under-standing and practices with which they can learn and utilize various functions of lan-guage and technology to become part of the production of critical information and knowledge in the future society.

CELT 550: Negotiating English Language Teacher Identity

Negotiating Language Teacher Identity cast light on the processes involved in com-ing to know one’s self as a teacher. What factors contribute to one’s teacher iden-tity? What emotional journeys occur along the way? How does the teaching en-vironment impact one’s teacher identity? How do concepts of native-speaker-ism color one’s perspective? Inherently thorny issues to resolve, the course seeks to pro-vide students the tools necessary to con-tinue their own, personal, identity develop-ment as they grow and change profession-ally.

CELT 551: Literature and Film in TESOL Education

This course focuses on TESOL theory on literacy and reading skills, Korean and other literature in English translation, films pertaining to issues in postcolonial

studies, and theoretical and practical ap-proaches to using films and literature in teaching English language skills. The cho-sen literature and films will highlight his-torical, cultural and social issues that are faced by almost all developing nations, namely: colonialism, neo and postcolonial-ism, nationalism, national development and the construction of modern national identity. Through the exploration of such themes, the course connects these diverse issues to the use of literature and film in TESOL education.

MALL 501: Introduction to MALL

In this course students engage in hands-on experience with technological tools in or-der to integrate these skills into their Eng-lish teaching practices. This course covers basic technology and design concepts. Stu-dents will utilize various texts such as im-ages, pictures, sound, animation, movies, and so on, to produce their own web-based instructional materials. Specific topics in-clude: the concepts of media technology; a historical overview of media technology in-cluding CALL (Computer - Assisted Lan-guage Learning) and MALL (Multimedia - Assisted Language Learning); the roles of media technology, teachers and students; discussion about future developments in

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hardware, software and methodology in TEFL.

MALL 550: Design & Development of In-teractive Multimedia Instructional Pro-grams

This course covers the theory and practice of producing multimedia materials (CD-ROM titles) for TEFL-from planning to construction to program documentation. Topics include the development of sophis-ticated TEFL materials and courseware of publishable quality using authoring pro-grams and professional authoring tools. Other topics include the development of a model of instruction and lesson plans for the effective use of multimedia materials (CD-ROM titles). More specifically, this is a project-based course that helps students learn how to use various multimedia authoring tools such as Photoshop, Adobe Premiere, and various web editing pro-grams. This course will help students un-derstand the technological components in planning and developing English web sites and other instructional programs for their classroom and to create an individual, on-line, digital library in preparation for their future classroom.

TESOL 502: ESL/EFL Curriculum & Mate-rials Development

This course includes the process of design-ing, developing, and implementing pro-grams for teaching English as a second/foreign language. The course includes con-ducting needs assessments, establishing goals and objectives, evaluating instruc-tional materials, identifying appropriate in-structional methods, and conducting pro-gram evaluations. The process of curricu-lum and materials development is for pri-vate and public ESL/EFL programs and can be applied to child, adolescent, and adult programs.

TESOL 550: Whole Language

This course offers some possible ways to integrate the four skills of English by using the integrated progressive approach of us-ing multiple texts such as children and ado-lescent literature and other media. This course is especially helpful for acquiring first-hand experiences on teaching English through social interaction and using multi-ple texts.

TESOL 551: Neuroscience and ELT

In Neuroscience and ELT students will take whirlwind tour into the cutting edge

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science of the brain and language learning. To begin we will explore the distinctions between psycholinguistics and neurolin-guistics, then continue on to explore brain anatomy so we can understand how all of the brain’s constituent element work to-gether to create thought and language. The next step will be to explore the current tools of neuroscience and the characteris-tics of each including their strengths and limitations. Then we will turn our atten-tion to the language learner and look at de-velopmental differences in brain physiol-ogy in at least the three major developmen-tal stages and relate these to ELT. Finally, we will examine how various aspects of lan-guage are represented in the brain, such as reading, emotion, lexis and syntax.

TESOL 552: Seminar in Teaching Listening & Speaking

This course covers a number of theories and practices on teaching listening and speaking in an in-depth manner and cri-tiques current research on various issues on listening and speaking. It covers meth-ods of teaching English pronunciation and use of listening and speaking strategies in order to help both teachers and learners en-gage in teaching and learning activities us-ing multiple resources. This course will in-clude some audio/video materials, Internet

resources, and the investigation of progres-sive ways of teaching listening and speak-ing by investigating the planning and devel-opment process of specific curriculum con-tents and certain instructional materials.

TESOL 553: Language Policy and Planning

This is a course that applies various theo-retical frameworks to examine case studies of language policy and planning on both micro and macro levels. As an increasing number of developing nations are engaged in formulating English language policies, language policy and planning has become a necessary aspect of TESOL curricula. Lan-guage planning is a form of social planning that requires the examination of public pol-icy issues and theories of social change. Specifically, this course will examine, bilin-gual education policies, feminist cam-paigns to eliminate sexist bias in language, adult-literacy campaigns, spelling reform movements, creation of writing systems for unspoken languages, campaigns to rid languages of foreign terms and the grass-roots influence on the emergence on an in-ternational language.

TESOL 554: Writing for Publication

This course examines the various rhetori-cal styles of professional writing in TESOL

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and Applied Linguistics, such as research reports, essays, and ethnographic narra-tives. This is a writing intensive course in which students will be expected to pro-duce written text each week and engage in the processes of peer editing and revision. A pre-requisite for this course is to have some pre-existing research or an issue to write about. At the end of the course stu-dents can expect to have a finished article ready for submission to a professional jour-nal. This course is recommended prior to taking TESOL 601.

TESOL 555: Testing in English Teaching

The course aims to study theoretical and practical aspects of language testing in Eng-lish education. It examines the various pur-poses and types of language tests in rela-tion to theories of language use and lan-guage teaching goals. It discusses testing practices and procedures related to lan-guage teaching and language research. It also includes the planning, writing, and ad-ministration of tests, basic descriptive sta-tistics, and test analysis.

TESOL 560: Teaching English to Young Learners

This course covers learning theories rele-vant to children's cognitive and emotional

developments as well physical develop-ment in order to understand various teach-ing methods for children. This course will also examine ways to incorporate the Whole Language Approach in the context of teaching English to children. In doing so, an in-depth critique on current re-search and practices will be done to find ways to plan and develop appropriate and contextualized child English programs. This course includes areas such as curricu-lar issues for early childhood and elemen-tary children, the use of appropriate in-structional resources, and program devel-opment and evaluation in order to deline-ate linguistically and culturally enriched in-structional programs.

TESOL 591: Qualitative Research Design & Methods

This course is designed to teach students a variety of qualitative methods and tech-niques that are necessary for engaging in thesis work, including ethnographic inter-views, surveys, participant observation, nar-rative and phenomenological approaches, as well as mixed methods approaches. It covers ways to find research issues, formu-late research questions, write a thesis pro-posal, collect and analyze data, and report and discuss results. This course should be

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taken during the 3rd semester of a stu-dent's program.

TESOL 598A: Practicum

This course is a student-teaching course in which students can engage in field teach-ing in schools for a semester to experience the dynamics of classroom interaction. In doing so, it is expected that students can understand real contexts of teaching and how theories are reflected in current teach-ing practices and continuously investigate ways to bridge the 'gap' between language theories and research and their practical application.

TESOL/MALL/CELT 599A: Independent Study

This course will be offered to those who need individualized pedagogical and re-search support for their own work. Faculty and students should negotiate the time and amount of work in order to meet the student's specific goals and needs. Stu-dents can take only two individual study courses during the entire MA work. Moreo-ver, if a student chooses to take two inde-pendent study courses they must be taken in alternating semesters—course A and B.

Fall semester course offerings

CELT 502: Critical Sociolinguistics

This is a reading intensive survey course that examines a wide range of literature across the social sciences that views lan-guage acquisition and use as a social, rather than cognitive phenomenon. In this course literature from the fields of sociolin-guistics, sociology, English as an interna-tional language (EIL), and cultural studies will be reviewed so that students may make connections between the diversity of practices in TESL and their own burgeon-ing practices. This is a seminar course in which students are asked to make presenta-tions and lead discussions on weekly meet-ings.

CELT 553: Discourse Analysis

In this course, students will learn a variety of ways of investigating various oral, writ-ten, and other types of text to understand discursive practices in disciplines relevant to language education. For example, this course will cover conversational analysis, classroom discourses, media discourses, and other relevant social discourses in rela-tion with English language teaching. Through the use of various analysis and in-terpretation tools to examine both class-room and other social discourses, students

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are expected to understand the structure and characteristics of texts produced by different groups. In addition to learning various discourse styles, students are also expected to critique the processes and con-sequences of those discursive practices and formation of knowledge and desire result-ing from the mobilization of politics, de-sire, and power in certain ways but not other ways.

CELT 554: Cultural Studies in TEFL

This course examines methods of teaching culture in the EFL classroom by providing a framework for teaching culture and value systems in the second language classroom. The course emphasizes methods of cul-tural comparison, audio-visual materials and textbook evaluation, and situating the stories of EFL learners in local contexts.

CELT 555: Media Literacy

This course will explore how media (mov-ies, pop songs, magazines, advertisement, newspapers, the Internet, etc.) have influ-enced human lives and societies. The stu-dents will especially talk about how media shape individual and cultural identities of EFL students. The course will include ana-lyzing and evaluating media. Throughout

this course, the students will need to think about their educational implications.

CELT 556: Motivation, Resistance and En-gagement in the EFL classroom

Motivation in the EFL classroom has, over the last few decades become one of fastest-growing and exciting areas of TE-SOL research. EFL motivation researchers ask, “how do rewards or external incen-tives on motivation?” “What about by one’s expectations and values?” and per-haps most centrally, “Can teachers influ-ence and maximize motivation?” students will engage in readings of texts, articles and case studies to begin to grapple with these thorny questions under the central course themes of disentangling motivation as temperament versus a nurtured skill, teacher/student expectations, cultural as-pects of motivation in the EFL classroom, and ultimately moving from theory to prac-tice.

MALL 551: Analysis & Evaluation of Multimedia-based Instructional Materials

This course aims to help analyze and assess existing technology assisted teaching sys-tems and English language programs in or-der to examine the practicalities and poten-tials of those systems and programs. Stu-

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dents are advised to take MALL 501: Intro to MALL, before taking this course. Ac-cordingly, this course covers the theories and practice of using and evaluating multi-media and Internet materials, including web sites in TEFL. Topics include: explor-ing examples of good practice in the use of multimedia and internet materials for TEFL and practicing them in the class-room; developing teaching methodologies and strategies for applying them to the classroom context (i.e., the development of all four language skills - reading, writing, listening and speaking); devising evaluation criteria and checklists; evaluating critically the materials in relation to course aims and language learning theories and re-search.

MALL 552: Network Based Language Learning

This course aims to help students analyze and assess existing technology assisted teaching systems, and English language pro-grams, in order to examine the practicali-ties and potentials of those systems and programs. Accordingly, the course covers both the theory and practical aspects of us-ing and evaluating multimedia and Inter-net materials, including web sites. Theory-based topics include: concepts underlying CALL (Computer Assisted Language

Learning), contexts affecting network-based teaching, and the linguistic nature of computer-mediated interaction in textual and multimedia environments. The practi-cal component of the course will involve student development and use of a CMS (course management system) to develop their CALL teaching techniques, and to provide their learners with network-based learning.

TESOL 501: Writing for Academic Pur-poses

This required course is designed to ac-quaint students with necessary field spe-cific academic jargon, how to write (and read) academic research articles, and help students to orient themselves to the vari-ous necessities of graduate level writing. In addition, this course will help students un-derstand the pedagogy of EFL/ESL writing by reading about and engaging in both process writing activities including: genre, peer review, revision techniques, proofread-ing, multimedia editing tools, and the de-tails of academic format and citation.

TESOL 503: Methods in Teaching English as a Second/Foreign Language

This is an introductory methodology course in which students will be exposed

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to various teaching approaches and meth-ods. The topics of the course include Com-municative Language Teaching, Whole Language, Critical Literacy, the ecology of language education, and other progressive and transactive pedagogies. In addition, students will learn how to apply these ap-proaches to curriculum, instruction and as-sessment in their own classrooms.

TESOL 504: Introduction to Linguistics

This is a survey course designed to intro-duce students to the key areas of linguis-tics and language teaching. This course will focus on the knowledge of the structure of language including phonetics, phonology, morphology, syntax, semantics, and prag-matics. In addition the course will cover some of the more innovative “hybrid eras of linguistics: historical linguistics, sociolin-guistics, psycholinguistics, etc. Students completing this course will have a neces-sary broad base of knowledge to support the rest of their graduate program and fu-ture teaching. [Students planning to attend St. Cloud State University are highly rec-ommended to take this course during their spring semester at Woosong.]

TESOL 556: Performance-based Assess-ment

In this course students learn key concepts and methods for language assessment. This course includes the analysis and evaluation of standardized testing, performance-based assessments, and other alternative methods of evaluation. It also teaches how to develop meaningful tests using various testing theories.

TESOL 557: Seminar in Teaching Reading & Writing

This course includes various theories and practices on teaching reading and writing and critiques current research on various issues on listening and speaking. This course will investigate to what extent exist-ing methods of teaching English reading and writing programs are effective and how such methods can be utilized in real instructional settings. It will also cover ways to integrate current information tech-nology such as computers and the Internet in planning, developing, and teaching read-ing and writing in and outside classrooms.

TESOL 558: Pedagogical Grammar in TE-SOL

This course provides a systematic ap-proach to the theories and practical as-pects of teaching grammar to non-native speakers of English within a communica-

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tive framework. The course provides spe-cial emphasis on the ordering, selection, and preparation of appropriate materials and activities.

TESOL 561: Extensive Reading

This course is designed to help students learn more about extensive reading (ER). In addition to covering the relative theo-retical underpinnings of ER including Krashen; Bamford and Day; and others, the students will looking in detail at many specific effects of ER from vocabulary ac-quisition to motivation to other less di-rectly related language skills. Finally, the specifics of designing and implementing an ER program are reviewed and students lay the groundwork for leading their own ER classes.

TESOL 562: English Literacy for Young Learners

This course provides an overview of vari-ous approaches to English Literacy for Young Learners that incorporates some of the current thinking in the field of EFL. The cognitive development stages of young learners are progressing rapidly and are one of the primary considerations of the course. Additionally, issues of curricu-lum, instruction and assessment will be

considered from the perspective of the young learner, and too that end, a variety of pedagogical models will be discussed.

TESOL 590: Introduction to Research De-sign & Methods

This course is designed to introduce stu-dents the variety of quantitative and quali-tative methods and techniques that are necessary for engaging in thesis work. The first half of the course will focus on quanti-tative methods and the second half will fo-cus on qualitative methods. On the quanti-tative side, students will learn about de-scriptive statistics including measures of central tendency and correlation, as well as, inferential statistics including t-tests and experimental design. On the qualita-tive side students will learn about five com-mon approaches to qualitative research in-cluding case studies, phenomenology, grounded theory, ethnography and narra-tive research and the tools for collecting and analyzing data for such studies. This course may be taken in addition to the ad-vanced courses in quantitative and qualita-tive methodology, but if taken as the sole research methodology course, it should be taken during the 3rd semester of a stu-dent's program.

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TESOL 592: Quantitative Research Design & Methods

This course is designed to teach the basic principles and techniques of quantitative research. It covers ways to find research is-sues, formulate research questions, write a thesis proposal, collect and analyze data us-ing statistical packages such as SPSS and other quantitative analysis methods, and report and discuss results. This course should be taken during the 3rd semester of a student's program.

TESOL 598B: Practicum

This course is a student-teaching course in which students can engage in field teach-ing in schools for a semester to experience the dynamics of classroom interaction. In doing so, it is expected that students can understand real contexts of teaching and how theories are reflected in current teach-ing practices and continuously investigate ways to bridge the 'gap' between language theories and research and their practical application.

TESOL/MALL/CELT 599B: Independent Study

This course will be offered to those who need individualized pedagogical and re-

search support for their own work. Faculty and students should negotiate the time and amount of work in order to meet the student's specific goals and needs. Stu-dents can take only two individual study courses during the entire MA work. Moreo-ver, if a student chooses to take two inde-pendent study courses they must be taken in alternating semesters—course A and B.

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Eric Reynolds, Ph.D.

Department Head TESOL-MALL MA Program,

Educational Psychology,

University of Illinois at Urbana-Champaign,

reynolds.tesol.mall@gmail.com

David Kent, Ph.D.

Education (ESL/CALL),

Curtin University of Technology,

dbkent.tesolmall@gmail.com

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Program faculty

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Mark Love, Ph.D.

Postmodern Liter-ary Theory,

University of Shef-field,

tesolmallmcl@gmail.com

Affiliated facultySunyoung Park, Ph.D.

Curriculum & Instruction: Language and Literacy Education,

The Pennsylvania State University,

sunyoung_park@wsu.ac.kr

Myeonghee Kim

Jieun Lee

Sukyung Mo

Sungju Beak

Scott Wigenton

Program staff

Ms. Nayeon Ahn

Staff assistant of the TESOL-MALL MA Program,

B.A., English Language Communication,

Woosong University,

tesolmall@woosong.org

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