Catalog Descriptions

Introduction to contemporary Pidgin in Hawai‘i; sociolinguistics of Pidgin; language attitudes; language discrimination; the role of Pidgin in contemporary Hawai‘i, including in media, educational, and interpersonal contexts. Gen Ed: HAP

TBA

Gen Ed: FQ

Introduction to the use of technology in second language learning; pros and cons of specific new applications and established technologies; project-based and oriented; developing multilingual/ multicultural understanding through technology. Includes an emphasis on instruction in writing. Gen Ed/Focus: DS, WI

Introduction to bi-/multilingualism as a phenomenon at the level of society and as a characteristic of individual speakers; discussion of recent media reports and popular myths about bilingualism in relation to research-based evidence. Gen Ed: DS

Introduction to language structure and function in the domains of sound, words, sentences, and discourse, with specific focus on description, analysis, and research into learner language. Pre: Sophomore standing or higher.

Theoretical foundations for the learning and teaching of second/ foreign languages. Includes an emphasis on instruction in writing. Pre: upper division standing. Focus: WI

Survey of methodology; basic concepts and practices. Pre: 302 (or concurrent). Focus: OC

Explores major themes in sociolinguistics that are relevant to L2/multilingual contexts, including language ideology, language variation, language and culture, and language and identity and how L2 users and multilingual people grapple with these issues. Sophomore standing or higher. Gen Ed/Focus: DS, WI

Measurement and evaluation of achievement and proficiency in second language learning. Pre: 302 or 303 (or concurrent), or consent.

The use of a second language (L2) in spontaneous communication often serves as an overarching goal of L2 learning. In this course, we will consider two key constructs behind this spontaneous communication: speaking and listening. We will draw upon theoretical, empirical, and pedagogical scholarship to gain an understanding of not only how each skill develops, but how we, as potential L2 teachers, can address each skill in our classroom practice. This entails an understanding of contextual, cognitive, and social considerations. We will review practical knowledge relevant to task creation, lesson planning, curriculum development, and skill assessment.

• Define speaking and listening as constructs, and explain how each skill develops.
• Summarize and critique pedagogical practices for addressing both skills in the language learning classroom.
• Compare and contrast environmental-, learner-, and teacher-based variables that can impact on development.
• Apply and reflect on speaking and listening assessment practices.
• Design a lesson plan representative of the views and materials discussed throughout the course.

There is no required text for this course.

Focus: OC

Survey and analysis of current thinking and practices in multilingual and multicultural education, including bilingual education; special emphasis on ESL/EFL. Includes an emphasis on instruction in writing. Pre: 302 or consent. Gen Ed/Focus: DS, WI

Theoretical foundation and practical applications of using electronic and audiovisual media in second language teaching. Pre: 303 (with minimum grade of C), or 600 (with minimum grade of B or concurrent); or consent. Focus: WI, OC

Major historical descriptive, pedagogical aspects; pidgin and creole languages, linguistic change, language variation. Work with actual language data. Laboratory work required. Pre: 302 (or concurrent), or LING 102, or 600 (or concurrent); or consent. Gen Ed/Focus: DS, HAP

Basic course in English phonetics and phonology; emphasis on areas of interest to language teachers. Pre: 302 (or concurrent) or 600 (or concurrent). Gen Ed/Focus: DS, OC

Variable topics in special areas of second language studies: (E) second language learning; (N) second language analysis; (P) second language pedagogy; (R) second language research; (U) second language use. Repeatable three times in different topics. Pre: 302 (or concurrent) for (E), (N), (R), (U); 303 (or concurrent) for (P). Not applicable toward graduate degrees offered within SLS.

Capstone for SLS majors. Reflection on experiences via the major, articulation of professional values, exploration of diverse approaches to professionalism in SLS, and formal compilation of a professional portfolio. SLS majors only. Senior standing or higher. Pre: 302 and 303.

Introduction to basic professional and research issues in second language studies; integration of theory, research, and practice for prospective second or foreign language teachers and researchers. Pre: graduate standing or consent.

Language analysis— phonology, syntax, semantics, discourse for teaching second languages. Pre: one of 302 (or concurrent), LING 102, LING 320, 600 (or concurrent), or graduate standing; or consent.

Survey and analysis of second language teaching traditions and perspectives. Pre: graduate standing or consent.

Assessment of second language knowledge and skills. Topics include design, use, and analysis of assessments.

Examination, comparison with conventional approaches; interpersonal relationships in language teaching. Pre: consent

Key issues; overview and critique of published materials; practice in developing syllabi and other materials. Pre: consent.

Problems in teaching second language composition. Survey materials; use, modification, and development. Error analysis. Pre: consent.

A wide range of emerging technologies for language learning and research will be explored. Online/faceto-face discussions and hands-on experiential learning are integrated with learner’s goals, best practices, and theoretical foundations. Pre: consent.

Survey of research in reading process; teaching methodology; psycholinguistic investigations; comparison of reading in first and second languages. Pre: consent.

Designing, implementing, and evaluating language programs; systems-based approach to program and curriculum development. Pre: consent.

Descriptive English grammar in relation to second language learning and teaching.

Comparative study of two or more languages. Consideration of language transfer in second language learning, role of typological features. Pre: consent

Survey of theories and research on second language learning by children and adults, learning naturalistically and in formal settings. Relationships are explored between SLA research and language teaching. Pre: 601 (or concurrent) or consent.

Quantitative research methods; design of research studies; techniques in collecting data; statistical inference; and analysis and interpretation of data.

Advanced issues in language testing research including recent developments in the following areas: language testing hypotheses, item analysis, reliability, dependability, and validity. Pre: 601, 670, or consent.

Survey of research on second language classrooms and analysis of methodological issues.

Theory and research in psycholinguistics as related to second language perception, production, acquisition, and instruction. Pre: 601 or LING 422, or consent.

Hands-on experience in language survey research including planning and creating survey instruments (both interviews and questionnaires), administering, compiling and analyzing survey data (quantitatively and qualitatively), and reporting the results. Pre: consent.

Philosophical and theoretical approaches, methodology, and ethics in second language qualitative research.

Survey of approaches to discourse; microanalytic qualitative research; theory and methodology. Pre: 660 or consent.

Variable topics in special areas of second language studies: (E) second language learning; (N) second language analysis; (P) second language pedagogy; (R) second language research methodology; (U) second language use. Repeatable one time for different alphas. Pre: 650 for (E); consent for (N) and (P); 660 or consent for (U).

Student teaching in a language learning classroom. Repeatable once in a different instructional context. Pre: consent.

Currently, this course is offered every other summer at an international location. See extended description for more details.

When offered in Honolulu, this course is divided into two aspects: practice teaching and discussion. Each participant is assigned to a cooperating ("master") teacher who involves the student in all aspects of teaching a particular ESL course. Cooperating teachers are located at such institutions as the University of Hawai‘i, Honolulu Community College, Kapi‘olani Community College, Hawai‘i Pacific University, public schools, etc. In addition, course members meet in regularly scheduled sessions to discuss language teaching practices in general and their individual teaching experiences in particular.

An experienced-based introduction to college-level teaching; graduate students serve as student teachers to professors; responsibilities include supervised teaching, and participation in planning and evaluation. Repeatable unlimited times. CR/NC only. Pre: graduate standing and consent.