Middlebury Institute of International Studies at Monterey

Teaching Foreign Language Courses

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDUC8500 - Principls/Practices Lang Tchng      

Provides an overview of language teaching and learning principles from both historic and current perspectives. Illustrates application of teaching principles through practical examples.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8500W - Waiver:Princ/Prac Lang Teachng      

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8505 - Intro to Classroom Observation      

Develops skills in classroom observation and an understanding of observation as a fundamental professional development and research activity.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8510 - Educational Research Methods      

Introduces social science research design, descriptive and analytic procedures, basic statistics, and their application to research on language learning and teaching.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8510W - Waive: Ed Reseach Methods      

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8520 - Curriculum Design      

Explores areas of theory research and practice that have a bearing on curriculum and syllabus design. Leads students to develop their own curriculum design projects.

Prerequisites: Principles and Practices of Language Teaching.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8540 - Language Assessment      

Considers issues in language assessment including reliability, validity, test bias, and authenticity. Examines differences and similarities among placement, proficiency, achievement, aptitude, and performance testing. Explores alternative evaluation procedures. Prepares students to evaluate tests and to develop original language tests. Prerequisites: Language Analysis and Educational Research Methods.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8560 - Teaching of Writing      

Surverys theories and research in first and second language composition. Explores various types of written texts and discusses means of responding effectively to student writing.

Fall 2015 - MIIS, Fall 2016 - MIIS

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EDUC8562 - Teaching of Reading      

Explores reading, including traditional ESL and English approaches. Examines reader response theory and discourse analysis for understanding aspects of written text and learners' reactions to it. Practical applications included.

Spring 2016 - MIIS, Spring 2017 - MIIS

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EDUC8570 - CALLPED:CorpusLing & LangTeach      

Corpus linguistics uses computer-assisted techniques and large electronic collections of texts (written or transcribed spoken) to investigate how people use language in different settings. Corpus techniques are helpful for language teaching because they allow you to help students learn vocabulary and grammar that is appropriate for different contexts, rather than focusing just on what is grammatical or ungrammatical. If you’ve ever felt frustrated telling a learner “That’s not really wrong, but it just doesn’t sound right to me,” corpus linguistics is likely to appeal to you. If you’re concerned about adjusting what you teach so students are prepared for academic reading and writing, or casual speech, or an ESP area, corpus linguistics will definitely be useful. In addition, corpus linguistics lends itself well to methods of teaching that develop learner autonomy. Plus, for anyone who gets a kick out of seeing what people do with language, corpus investigations can be just plain fun.

This intensive weekend course will be a fast way to get to know basic tools and skills that you will then be able to extend on your own. We’ll cover the why, what, and how of five specific areas:

• Analyzing a corpus (e.g. What are useful questions to investigate? What corpus is appropriate? How can you or students make sense of an overwhelming number of results? How can you or students make accurate generalizations but not overgeneralize?)

• Supplementing a textbook with corpus investigations (e.g. What textbook information is useful to check in a corpus? How can you decide what is important to add? How can you get examples that are representative? How can you judge corpus-based or corpus-informed textbooks?)

• Designing materials from a corpus (e.g. How traditional or unusual should your materials look? When should students be doing their own corpus searches and how can you guide them? How can you balance the difficulty of the materials and the level of the students? )

• Making your own corpus of learner texts or for a specific context (e.g. What do you need to compile? How do you format texts? Do you need to add any special coding? How big is big enough?)

• Available corpora and tools (e.g. What corpora represent World Englishes, English as a Lingua Franca, translation, and languages other than English? What tools are available and how much do they cost? Where can you go in the future to keep up with corpus developments?)

We will work together with examples in English, but you are welcome to try searches or do projects with other languages (as long as you have access to a corpus). We will use some free internet sites and a free software package that has Windows, Mac and Linux versions.

Prep before the weekend: A few background readings (with a practical, applied orientation) and discussion questions to think about. Software downloading.

Project after the weekend: A small materials development project that incorporates corpus linguistics techniques. You can use a publicly available corpus or compile your own. Your materials can supplement a textbook lesson or fill another need you have identified for a group of learners. I will get the projects and send you feedback electronically.

Fall 2015 - MIIS, Spring 2017 - MIIS

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EDUC8578 - CALLPedagogy:MobilAppsSocMedia      

This seminar will focus on the possibilities and pitfalls of using mobile devices in the language classroom, and in an individual’s own language-learning process. Our technological focus will be primarily the cell phone, but many of the applications available for mobile phone are designed to work on tablets as well. The focus of the course is less to learn specific applications, as new applications will have emerged by the time you graduate from MIIS. Rather the class will be aimed at helping teachers think through what stages of the language acquisition and language teaching process are most amenable to incorporating mobile phones, and how to mitigate the breakdowns and inequalities that technology use introduces into learning ecosystems.

Fall 2015 - MIIS

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EDUC8579 - CALLCURRIC:TeachingLangOnline      

This 2-unit course is offered in-person over two weekends, and there will also be one online synchronous session offered between the two weekends. The course focuses on general approaches to teaching online (as entirely online courses, hybrid/blended models, and online elements for face-to-face classes) as well as specific approaches to teaching languages online. Discussions and class activities will focus on debates around online education; relationships among SLA theories, teaching philosophies, and online teaching; and online language teaching/learning tools. Students will have the opportunity to create and deliver an online lesson, and build online language learning units that match their pedagogical & professional interests.

Spring 2016 - MIIS, Spring 2017 - MIIS

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EDUC8584 - Professional Dev for Educators      

This 1-unit elective will explore the theory and practice of personal and collaborative professional development for teachers, enabling participants to develop an individualized, specific approach to lifelong reflection, growth and enrichment. The conceptual framework will include: metacognitive strategies, Communities of Practice, Rogerian listening, peer coaching, Contemplative Pedagogy, emotional intelligence, Pedagogies of Liberation and Vulnerability, and exploratory practice. A specific tool to be mastered and deployed will be the MIIS version (see Shaw and Cole 2012) of Julian Edge's system of collaborative development (known as the Speaker-Understander model).

Spring 2016 - MIIS, Spring 2017 - MIIS

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EDUC8598 - Directed Study      

Summer 2015 - MIIS, Fall 2015 - MIIS, Spring 2016 - MIIS, Summer 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8660 - Intro to Language Prog Admin      

Presents a practical overview of problems, situations and issues occurring in the management of language programs. Provides participants with an opportunity to shadow a language program administrator and later to complete an administrative internship.

Spring 2016 - MIIS, Spring 2017 - MIIS

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EDUC8661 - Language Teacher Supervision      

Provides language teachers with the skills and knowledge necessary to meet the challenges of supervision. Examines current models of, and research on, language teacher supervision. Students practice observing teachers and conducting post-observation conferences, developing their ability to provide professional feedback, differentiate between evaluative and developmental supervision, and examine the variables related to working with teachers in a variety of specific contexts.

Fall 2015 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC8662 - Language Teacher Education      

Investigates issues related to teacher training, education and development. Examines various philosophies and models of pre-service and in-service programs for training language teachers, thus building professional skills for students to be competent and confident teacher educators. Participants examine their own language learning and teaching histories to determine the influence of those histories on their future roles as teacher educators. Each participant also designs an original teacher training program.

Spring 2016 - MIIS, Spring 2017 - MIIS

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EDUC8670 - Practicum Capstone      

The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.

Practicum Capstone Student Learning Outcomes (SLOs):

Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles

Demonstrate their expert knowledge of language, learning, and teaching

Select appropriate materials for effective language instruction

Plan productive instructional units and lessons to maximize second language learning in all skill areas

Assess student learning meaningfully using a range of formative and summative tools

Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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EDUC9535 - SrvcLrng:Intl&DomstcCommPrtnrs      

How and why do we bring learning out of the traditional classroom context and into broader communities? In what ways does this process expand what counts as knowledge? What skills of intercultural communication are necessary to facilitate bridging these different cultures, and what abilities does one develop as a result? And how do issues of hierarchy, status, power, and identity play a role in diverse interactions among students and community partners?

Fall 2015 - MIIS

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LING8500 - Language Analysis      

Serves as an introduction to linguistic analysis. Includes projects based on fieldwork in phonology, morphology, syntax, discourse, and pragmatics. Discusses importance of language awareness. Includes pedagogical strategies for consciousness-raising.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8500W - Waiver:Language Analysis      

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8501W - Waiver: 2 cr Language Analysis      

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8510 - Intro to Sociolinguistics      

Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8510W - Waiver:IntroToSociolinguistics      

Fall 2015 - MIIS, Fall 2016 - MIIS

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LING8511W - Waiver:2 cr Intro2Sociolngstcs      

Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8530 - Structure of English      

Examines the syntax and discourse of modern English for ESL and EFL teaching. Spotlights practical applications for the classroom. Prerequisite: Language Analysis

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8530W - Waiver:Structure of English      

Fall 2015 - MIIS, Fall 2016 - MIIS

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LING8531 - Pedagogical Grammar in FLT      

This course is designed to provide teachers of different languages with opportunities to investigate and practice pedagogical subject matter knowledge and grammar teaching strategies in the language that they teach. There will be a number of different languages represented in the class, which will afford multiple opportunities to explore, investigate, and share a variety of pedagogical perspectives and linguistic experiences.

The course will combine a focus on recent theoretical approaches to grammar (cognitive grammar, construction grammar, systemic – functional grammar) with innovative and practical approaches to teaching and learning in an authentic, action-based and interaction-rich setting.

Spring 2016 - MIIS, Spring 2017 - MIIS

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LING8598 - Directed Study      

Summer 2015 - MIIS, Fall 2015 - MIIS, Spring 2016 - MIIS, Summer 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8630 - Second Language Acquisition      

Surveys, in seminar format, research in second-language learning relating to language teaching and learning. Discusses the role of affective variables, interaction, learner strategies, and learner factors in the language acquisition process. Prerequisite: Language Analysis

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8630W - Waiver:SecondLanguageAcquisitn      

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8631W - Waiver: 2 cr SecndLangAcquistn      

Spring 2016 - MIIS, Spring 2017 - MIIS

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LING8640 - Applied Linguistics Research      

Requires original research to be conducted by the student on issues such as language attitudes, cultural variables, language learning, or other topics from sociolinguistics and second language acquisition. Introduces a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions.

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING8670 - Applied Linguistics Capstone      

The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.

Applied Linguistics Capstone Student Learning Outcomes (SLOs):

Understand processes of inquiry relevant to language education

Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation

Execute data collection procedures

Analyze data using appropriate quantitative and qualitative methods

Synthesize and report findings clearly, convincingly, and creatively for a professional audience

Apply research skills in educational settings

Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS, Spring 2017 - MIIS

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LING9570 - Comm in Multicultural Settings      

This course examines the social, cultural and linguistic factors that play a role in how intercultural communication is accomplished in multilingual/ multicultural settings and will enable students to gain the knowledge and tools needed for effective participation in multilingual/multicultural communication. The course is designed for students in all programs (T&I, business, policy, and TESOL/TFL), who will find themselves interacting with people across varied linguistic and cultural backgrounds . The goals of this course are to: (1) gain the knowledge needed to understand and interact effectively in multilingual/multicultural settings. This includes knowledge about social, cultural, and linguistic factors in terms of how they interact with each other and how they affect and are affected by interactions in multilingual/multicultural settings; (2) develop an understanding of the roles linguistic and cultural attitudes play in interactions across multilingual and multicultural settings and how they influence the success of such interactions; (3) develop the awareness needed to successfully participate in multilingual/multicultural interactions. This addresses not only the knowledge and attitudes discussed above but also how communication/interaction is structured across cultures and languages, how communication is monitored while in interaction, and what factors support or hinder successful interactions; (4) develop "tools" for understanding our own and others' ways of interacting in order to be able to participate effectively in multilingual/multicultural interactions across a range of languages and cultures.

Spring 2017 - MIIS

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