Master of Arts in Applied Linguistics TESOL

Provides students with an overview of the field of Applied Linguistics, its history, branches and scope. It offers the basis from which to pursue studies in various sub-fields such as language teaching and language testing. A current review of the state of the art is linked to the core purpose of resolving serious language based problems in society and how these insights enhance language use and language learning outcomes revealing the interdisciplinary nature of the field. Prerequisites: None Credits: 3

Provides an overview of research methods in Applied Linguistics. The course explores key issues in designing and implementing research projects, as well as analyzing results. Topics covered include data collection techniques, such as ethnographic observation, survey and interview design, as well as qualitative and quantitative data analysis. The course also facilitates comprehension of published research articles in the field and prepares students to make their own research contributions. Prerequisites: TE02 Credits: 3

Focuses on the importance of culture in education as well as in everyday life, and the ways in which culture interrelates with and affects communication. Further, it focuses on a discourse approach aiming to address and examine confusion in goals or in interpreting the main points of another person's speech caused by the fact that each side uses different principles of discourse to organize the way they speak. The course addresses the individual in the moment of taking social action with other people focusing on the various discursive resources available. The course helps learners communicate making sense of the world’s cultural, linguistic, ethnic and social diversity and through a variety of communication encounters helps them become more conscious of many of the actions and attitudes of the target language community. Prerequisites: AL01 Credits: 3

Discusses the connection between language, power and ideology. The course seeks to discuss theories, techniques and methods which better realize and interpret this connection. It also describes the practices and conventions in texts (written and oral) which carry political and/or ideological weight. The course focuses on the understanding that meaning is generally communicated not only through language but also through other semiotic modes. Prerequisites: None Credits: 3

Explores how second languages are learned and focuses on the relationship between teaching methods and second language acquisition theory. The course examines how learners create a new language system, what is learned of a second language, and what is not learned. It also covers the nature of learner hypotheses (conscious and unconscious) regarding the rules of the second language and why some learners are more successful than others. Prerequisites: None; Co-requisites: AL01 Credits: 3

Focuses on the teaching and researching of Reading and Writing of English for Speakers of Other Languages (ESOL). It examines the processes involved in reading and writing and the sub-skills required to master different levels of communicative competence. It looks at methods for designing reading and writing courses, selecting curricular materials and planning instruction. It also explores the essential role of systematic vocabulary development in L2 literacy, and includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom. Prerequisites: AL01, TE02 Credits: 3

This course examines the teaching and researching of listening and speaking and their sub-skills for Speakers of Other Languages (ESOL). Participants on the course are introduced to the theoretical background to these skills and relate this knowledge to its practical application in the classroom. They compare native and non-native oral production and reception, and investigate research into the sub-skills involved. They explore how language teachers can more effectively teach these sub-skills to L2 students and demonstrate their teaching competence through lesson planning and evaluation of teaching materials. Prerequisites: None; Co-requisites: AL01. Credits: 3

Focuses on the processes involved in in the assessment and teaching of English to Speakers of Other Languages (ESOL) in different contexts, including the teaching of English Learners (ELs) in the US state school system. It raises awareness of the relationship between language proficiency and use of English in social, academic and occupational contexts. It provides insights into the use of specific tools for producing, interpreting and reporting reliable and valid data to promote effective teaching and assessment. The course highlights the positive relationship between instruction and assessment. Prerequisites: AL01 Credits: 3

The course introduces key principles and practices which govern the design and delivery of an online training program. It discusses the role of instructors and students operating in an online educational context. The course trains participants to become interactive, collaborative and engaging in virtual learning environments. Finally, the course helps participants design teaching and assessment material to accommodate both synchronous and asynchronous delivery.

The course is designed to provide students with a thorough understanding of the philosophy and practice of the Hellenic American University Writing Center. Throughout the course, students will be exposed to current tutoring practices and models as well as guidelines, techniques and tutoring activities, both onsite and online, that will assist them in dealing effectively with the challenging and rewarding experience of working at a Writing Center. An additional aim of the course is to help students develop their own tutoring skills and strategies and deepen their knowledge about the role of the Writing Center within a university. Each student will be mentored by Writing Center tutors who will observe them tutoring and act as a sounding board for your concerns. Prerequisites: AL01 Credits: 3

Examines the characteristics of learning disabilities, emphasizing language and processing deficits and how they interfere with academic achievement and social relationships. The student will examine assessment and intervention approaches for students with learning disabilities as well as historical and cultural frameworks of the LD community. The course will have an applied element to it, as the student will be encouraged to collect their own data and share with the class in order to develop a deeper understanding of the actual nature of LD and interventions needed. Prerequisites: AL01 Credits: 3

This course is designed for TESOL professionals who have made, or who are planning to make, the transition into management in a language teaching operation and need to gain expertise in key areas of the academic manager’s role. The course provides training and development in clearly defined aspects of management such as customer service, human resources, innovation, marketing and finance. Participants will apply the knowledge they gain to plan an initiative in a language teaching operation (LTO). Prerequisites: AL01 Credits: 3

At the end of the taught part of the course, students will be required to write a 12,000-word dissertation on a topic that will be agreed upon with their supervisor. Advice and guidance is given in formulating and refining the research topic, conducting research, analyzing data, literature review, and documentation of sources. The dissertation offers students the opportunity to carry out independent research in an area of their interest and to apply the knowledge and the skills they have acquired to the investigation of a particular issue or problem. Prerequisites: All required and elective courses Credits: 3

The Practicum is designed for participants with little or no experience in teaching English to speakers of other languages (ESOL). The Practicum facilitates professional development. through supervised teaching in real language classrooms. Participants will observe experienced teachers of ESOL and contribute to post-lesson discussions. The experienced teacher also collaborates with the participants to develop their own lessons, which will be observed by the MAAL instructor. A major component of the practicum is the development of strong reflective teaching practices. Both the MAAL instructor and the experienced teacher give feedback, which guides the participant to be able to evaluate their own practice as an ongoing part of their professional development. The participant writes a journal during their practicum, which includes detailed lesson plans and rationale for their choice of materials and teaching techniques. They also write a reflective piece on the lessons they conducted and responses to post-lesson discussions. Prerequisites: All required and elective courses. Credits: 6