Language education and target language

The student population consists of all four branches of the U. Middle East language students listen to their instructor during an in class assignment. Dialects are taught from the beginning in the classroom, along with one to two hours of foundational MSA each day.

Language education and target language

A minimum of 24 credits must be in graduate-level courses including 3 credits for the optional graduating paper completed as part of LLED A maximum of 6 credits at the undergraduate level in courses numbered to e.

Language education and target language

The number of courses each doctoral student takes is based on individual needs, prior coursework and preparation, and a consultation with individual supervisors. Our current PhD students take on average 7 courses or 21 credits.

The timely completion of all program requirements is very important for PhD students. After the exam and proposal have been approved by the doctoral supervisory committee, the student will have advanced to PhD candidacy.

After that, many students take another two years to complete the program. For a full list of courses, visit the Language education and target language page. Language, Discourse, and Identity The purpose of the course is to explore current debates in the field of language education that address language as a social practice.

Students will investigate the way language constructs and is constructed by a wide variety of social relationships, including those between writer and reader, teacher and student, classroom and community, test maker and test taker, researcher and researched.

Language education and target language

They will also explore how social relations of power can both constrain and enable the range of educational possibilities available to both learners and teachers.

Bilingual Education This graduate seminar critically analyzes education research on the political motivations for and the success of bilingual language planning and programs in Canada and select situations in Africa, Asia, Europe and the Middle East. Topics such as the recent retreat from post-colonial indigenous language planning in a world where the majority of English speakers are EOL and unilingual speakers are a minority are considered from the perspectives of global bilingualism.

Second Language Assessment This course will discuss the main conceptual and empirical approaches in second language assessment. Basic elements of language tests such as authenticity, interactiveness, practicality, impact, as well as construct validity and reliability will be presented and discussed through examples of first and second language tests.

Issues to be discussed include, test taker's characteristics and rater's bias, relation between language acquisition and language testing research, decontextualisation of language in tests, the importance of correspondences between language use and language test tasks as well as technology in testing.

After this course, students will be ready to explore more in depth philosophical or technical aspects of second language assessment i. The different theories and models related to reading instruction in ESL and EFL contexts will be described and explored.

Students will learn about the major models ranging from bottom-up to critical pedagogy formulations related to literacy instruction.

Topics of the course include: Theories of Second Language Acquisition This course examines linguistic, cognitive, psychological, affective, sociolinguistic, and sociocultural foundations of second language L2 development and the implications of theory and research in this area for the teaching and learning of additional languages.

The primary focus of the course is oral language development; literacy development is dealt with in other courses to a greater extent. Culture and Politics in Second Language Education This course provides an overview of current issues on culture and politics in second language education.

Topics include language policies, issues of diversity related to language and language speakers, linguistic imperialism, politics of culture and cultural difference, racialization, and marginalized identities.

Students gain knowledge about major arguments on these topics and explore how theories, concepts, and arguments are used and constructed in addressing issues.

Students also explore how various theories and perspectives can be incorporated in their own research and practice. Theories, Research, and Practice This course examines intercultural learning as mediating understanding across multiple frames of reference that engage a dynamic complex of diverse beliefs, values, assumptions, and actions.

Students consider theoretical and practical conceptions of interculturality within the context of education as these pertains to the learning and teaching of language. The principal aim of the course is to provide teachers and teacher educators with resources to investigate and integrate productive ways of interpreting intercultural processes in their classrooms and beyond.

This course critically explores the following topics related to learning and teaching vocabulary in an additional language: Types of lexical items, vocabulary size, word frequency lists, and text coverage.

Incidental vocabulary acquisition, intentional vocabulary learning, and the role of vocabulary in language and literacy development. A balanced framework for vocabulary development, vocabulary teaching techniques, and the lexical approach. An overview of the main types of vocabulary tests and a framework for assessing vocabulary knowledge.

The course combines a theoretical approach with practical tasks intended to improve the professional practice of prospective and current additional language teachers. Byean, Hyera — Supervisors: Steven Talmy Wiggle room for teaching English as a global language?

Lin, Jui-Ping — Supervisor: Ferreira, Alfredo — Supervisors: Geoff Williams Negotiating academic discourse, practices, ideologies, and identities: Anderson, Timothy — Supervisor: Patricia Duff Economizing Education: Deschambault, Ryan — Supervisor:In order for students to become proficient in the target language, they must hear and speak it without interference from their own language.

They must hear and speak it so that they get sufficient repetition for the language to stick. Language and Identity First of all, Identity is the belief as “who we are and how we are” which we all have as individuals and it is based on many fundamental factors such as Ethnic group, Racial, National, Gendered, Social Class, Language, Sexual and Religious.

Language Proficiency. We simply have a hard time figuring out when someone can claim a foreign language as one they speak. Linguists and language educators have known about this problem for years, which is why they have come up with the idea of language proficiency.

Keeping It in the Target Language Aleidine Kramer Moeller University of Nebraska-Lincoln, [email protected] Amy Roberts Teacher Education by an authorized administrator of [email protected] of Nebraska - Lincoln.

Target Language Use in the Second Language Classroom There is no doubt that learners cannot learn the four skills in a new language without hearing it and having opportunities to speak it. In a classroom context the main provider of the Target Language (TL) is the teacher. DLIFLC’s Undergraduate Education Directorate houses two Asian resident basic course schools. The students not only obtain high proficiency in their newly acquired languages, but also become knowledgeable about the culture of their target language countries. Language - Language and culture: It has been seen that language is much more than the external expression and communication of internal thoughts formulated independently of their verbalization. In demonstrating the inadequacy and inappropriateness of such a view of language, attention has already been drawn to the ways in which one’s native language is intimately and in all sorts of details.

Moeller, Aleidine Kramer and Roberts, Amy, "Keeping It in the Target Language" (). What? The use of target language refers to all that learners say, read, hear, write, and view – production and reception of language on the part of learners, educators, and materials.

Back on target: Repositioning the status of target language in MFL teaching and learning. Language Learning Journal 26, 27 – Ministry of Education of the PRC ().

Target Education - Aiming for Success