Education programs

A four-week K-12 classroom experience in observation, participation and teaching students who have English as a second language. (1-4 credits)

Most middle schools and high schools expect their English teachers to teach writing and grammar. What are the goals of teaching grammar? What grammar should young writers know? This course takes a rhetorical approach to the study of grammar and to its use in the teaching of writing. Prerequisite: ENG184 and sophomore standing. (2 credits)

Where did our language come from? How did English get the biggest vocabulary of any modern language? How are the words joust, yoke, and yoga related? Why is English spelling so irregular? Are there bad words? This course traces the 1500 year development of our language, from the Germanic tongue of Beowulf to the Frenchified language of Chaucer, to the many varieties of modern English spoken around the world.(4 credits, alternate years, consult department)

Study of English grammar as it applies to the teaching of English as a second language. Designed for active speakers of English who anticipate teaching ESL and wish to learn about those grammar topics of concern to ESL students. (2 credits, alternate years, consult department)

The course is a survey of key issues in socio-and applied linguistic inquiry on case studies of topics such as the nature of language, bilingualism and bilingual education as well as language planning and language policy. (4 credits, alternate years, consult department)

This course will examine the similarities and differences between the acquisition of first and second languages. (3 credits, alternate years, consult department)

Study of the unique problems and opportunities in teaching English to classes made up of individuals from heterogeneous language backgrounds. Discussion of recent research, methodology and grammar concepts unique to ESL. Prerequisite: one year of a foreign language or permission of instructor. (3 credits, alternate years, consult department)