The WRD department offers a Graduate Certificate in TESOL, which may be completed by students in an existing DePaul graduate program or by students who wish to complete only the Certificate. Made up of courses in the programs of Writing, Rhetoric, & Discourse, Bilingual-Bicultural Education, and Modern Languages, the Certificate prepares students to teach English as a Second Language (ESL) to adult learners in the United States or abroad. The Certificate may also be attractive to faculty at non-U.S. institutions who wish to come to the U.S. for education in working with second language learners.
- One Theory course from the following list:
- One Methods course from the following list:
- One Sociolinguistics course from the following list:
- One Language Structure course from the following list:
- 20 hours of field experience working with adult language learners. Field experience will be arranged individually with the Coordinator of the Certificate program.
Certificate students who are concurrently completing a graduate degree program at DePaul must work with the Graduate Director of their program’s department to determine whether courses taken for the TESOL Certificate may be counted toward their Master’s degree requirements.
Students completing the Master’s in Bilingual-Bicultural Education can complete the Certificate program by taking their Theory and Sociolinguistics courses in BBE and their Methods and Language Structure courses in WRD; they would need to complete all requirements for the BBE program to receive the Master’s degree.
Applications are accepted at any time, and students may begin the program at the start of any academic quarter. The program is open to both non-degree seeking students and students concurrently enrolled in a DePaul graduate degree program. All applicants must hold a bachelor’s degree. To apply to the program, prospective students must submit the following materials:
- an LAS graduate admission on-line application [application fee is waived for current DePaul students]
- transcripts from all schools attended
- a personal statement of 300-500 words describing their interest in the program, prior experience in TESOL or related fields, and professional goals for pursuing the certificate
THEORETICAL FOUNDATIONS OF TEACHING ESL
(4 credits) Presents an introduction to the field of English as a second language, with attention to basic concepts of second language acquisition in various language learning contexts. Discusses interdisciplinary perspectives of second language acquisition and their application to classroom practices. The different factors influencing the acquisition of English as a second language are examined as well as current research in applied linguistics and different approaches to language teaching.
THEORETICAL FOUNDATIONS/CURRENT RESEARCH SECOND/FOREIGN LANGUAGE ACQUISITION
An overview of major theories and current issues in second/foreign language acquisition in both classroom and natural/non-instructed settings.
FIRST AND SECOND LANGUAGE ACQUISITION
(4 credits) Addresses the relationship between language development and use and social, emotional, cognitive, and physical development of children. Introduces the study of bilingualism by examining theoretical constructs and research in psycholinguistics, sociolinguistics, and applied linguistics. Includes an analysis of language contact phenomena, cross-linguistic transfer, language alteration, language shift and loss, and bilingualism (includes 15 clinical hour requirement).
SPECIAL TOPICS IN LANGUAGE EDUCATION
This course is designed to explore a specific area of study in the field of linguistics, such as sociolinguistics, psycholinguistics, applied linguistics, language planning and policy, and cognitive bilingualism, among other related topics. The particular focus of study will vary and change as the course is offered.
TOPICS IN LANGUAGE
Explores topics related to language and its intersections with rhetoric and discourse. Topics vary.
TEACHING ESL WRITING
Provides an overview of the theory and practice of writing in a second language. Examines distinctions between first and second language writing and major issues and dilemmas within the field, including composing processes, error correction and feedback, contrastive rhetoric, culture, course design, plagiarism, and U.S. composition classrooms.
TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE
A survey course in the teaching and learning of English as a Second Language (ESL). Familiarizes students with theoretical foundations and basic principles of second language learning and teaching, the components of the major language skills (listening, speaking, reading, writing), and the social and political dimensions of teaching and learning ESL.
TOPICS IN TEACHING WRITING AND LANGUAGE
Explores topics related to teaching writing and language. Topics vary.
Explores the role and nature of the English language in a global context, focusing on the historical context and cultural legacy of the spread of English, global varieties of English, uses and contexts of English, issues of ownership and identity, and writing and language instruction. Course content draws upon theoretical models of World Englishes, scholarly debates, descriptions of spoken and written English around the world, and artifacts of global Englishes.
An introduction to the study of language in social contexts. Explores the principles of language variation and change within social contexts.
An introduction to grammar instruction for language and writing classrooms. Introduces students to current research in grammar instruction and applies that research to develop strategies for the instruction of a range of aspects of English grammar, with an emphasis on rhetoric and context.