Middlebury Institute of International Studies at Monterey. Formerly the Monterey Institute of International Studies

Julie Krolack

First Name
Julie
Last Name
Krolak
Julie Krolack
Job Title
ESL Instructor
Location
Kinnoull House
City, State, ZIP
Monterey, CA, 93940
Phone
831.647.6402

Julie Krolak holds a M.A. in TESOL from the Institute. Before coming to the Institute, she taught in China, South Korea, and at various universities and language schools in the U.S. She also started and managed her own language schools in the People's Republic of China. Her educational focuses are in the fields of language assessment, pragmatics, and the teaching of reading and vocabulary. When she is not in the classroom, she spends her time doing yoga, hiking, reading, cooking, and traveling.

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Meggan Madden

First Name
Meggan
Last Name
Madden
Meggan Madden, Professor, Image
Job Title
Assistant Professor, International Education Management
Location
Casa Fuente 300 G
City, State, ZIP
Monterey, CA 93940
Phone
(831) 647-4176
Language(s)
日本語

I am passionate about how international education promotes intercultural dialogue and social change.

What excites me about being a professor at MIIS is working with internationally-minded and socially-conscious students who are committed to honing their professional skills in international education.

Expertise

International Education Policy, Higher Education Administration, International Recruiting, Marketing & Enrollment, Comparative and International Education, International Admissions, Quality Assurance of Higher Education

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Recent Accomplishments

  • Awarded a Presidential Fellowship to attend a Salzburg Seminar Series on "Students at the Margins and the Institutions that Serve Them:"
  • Mentored two MIIS students through the process of presenting an academic paper at the Annual Conference of the Comparative and International Education Society in Toronto, ON, Canada. 

Education

Ph.D. University of Toronto (2012)

M.A. University of Toronto (2007)

B.A. Principia College (1993)

Publications

Shahjahan, R. A. & Madden, M. (2014). Uncovering the images and meanings of international organizations (IOs) in higher education research. Higher Education. Available online.

Madden, M. (2014). Walking the line: Quality assurance policy development and implementation in Việt NamHigher Education.67(1):91-104. Available online.

Knight, J. & Madden, M. (2010). The International Mobility of Canadian Social Science and Humanities Doctoral Students. Canadian Journal of Higher Education. 40 (2).

Mundy, K., Bickmore, K., Hayhoe, R., Madden, M. & Madjidi, K. (2008). Comparative and International Education: Issues for Teachers. New York: Teachers College Press Inc.

Faculty Type
Regular Faculty

MIIS Welcomes 9 New Faculty Members this Fall

 –

Signalling continuous growth and expansion of academic programs, the Monterey Institute welcomed nine new faculty members this fall. The new faculty reflect the diverse campus, arriving from near and far and bringing a range of new experience and knowledge to share with students in different programs.

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Arianna Schneider-Stocking

First Name
Arianna
Last Name
Schneider-Stocking
Arianna Schneider, Image
Job Title
Adjunct Professor
Location
M234
Phone
831-647-3527
Expertise

Simultaneous and consecutive interpretation from English into German and Italian. Technical translations specializing in IT, legal and medical fields.

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Adjunct Faculty
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Lisa Molle-Troyer

First Name
Lisa
Last Name
Molle-Troyer
Lisa Molle-Troyer
Job Title
Adjunct Professor
Location
IIRC
Language(s)
Français

I never tire of weaving words together to form a whole that is more than the sum of its parts; that constant challenge is what draws me to translation and interpreting.

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Expertise

Conference interpreting, computer-assisted translation, French-English translation specializing in information technology, perfume, and cosmetics.

Course List

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

TIFR 8521 - Intrm Translation to English      

Builds on the theoretical and practical foundation laid in Introduction to Translation and introduces the translation of specialized subject matter. Depending upon the language program in which they are enrolled, students will be expected to acquire and demonstrate basic proficiency in the sight and written translation of either commercial and economic texts, legal texts, or scientific and technical texts. The amount of emphasis accorded to a particular topic will depend on the specific professional requirements of each language program. Course assignments will include readings, research, presentations, practice and graded exercises in sight translation, and practice and graded written translation assignments, including exercises in speed translation. Students will also be expected to take at least one midterm and one final exam. The frequency, nature, and structure of course assignments and examinations are largely at the discretion of the instructor(s) of record.

Prerequisite: Introduction to Translation or equivalent background.

Spring 2014 - MIIS, Spring 2015 - MIIS

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TIFR 8525 - Intrm Intrp-Consc into English      

Intermediate Interpretation – Consecutive and Simultaneous

Builds on the practical and theoretical foundation laid in Introduction to Interpretation. Consists of both language-specific and joint sessions with other language programs.

In consecutive, students learn to identify the implicit structural organization of an extemporaneous speech by presenting and interpreting speeches of this type. Reinforces ability to perceive essential meaning and further develops note-taking techniques. Emphasizes clarity of expression, correct style and grammar, proper diction, and polished presentation. Students also expand their active vocabulary to include the terms and idioms that frequently occur in extemporaneous speeches. At the end of the course, students are able to interpret passages that are delivered extemporaneously, are of moderate difficulty, and are derived from professional settings. These passages vary from one to several paragraphs in length depending upon language combination, direction, and source content.

In simultaneous, students are introduced to basic strategies of interpreting in this mode in the booth. Begins with a general introduction and follows up with a series of preparatory exercises helping students develop the concentration necessary for listening and speaking at the same time, mastering voice management, and acquiring smooth delivery techniques. Students learn to analyze discourse for meaning while rendering a coherent version in the TL with correct grammar, diction and style. At the end of the course, students are able to interpret passages that are between eight and ten minutes in length.

Content on a wide range of topics and current events is interpreted, with some emphasis placed on business and economics. Course assignments include readings and research on class topics, presentations, practice, graded exercises, and peer and self-assessment. The frequency, nature, and structure of course assignments and examinations are at the discretion of the instructor(s) of record.

Course prerequisites: Introduction to Interpretation or the equivalent

Spring 2014 - MIIS, Spring 2015 - MIIS

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TIFR 8631 - Adv Translation I into English      

This is the first of two complementary courses designed to bring translation knowledge and skills up to the level that would be required of someone working in a professional translation environment. Students will be expected to apply the knowledge and skills acquired during the first-year translation courses to produce translations that meet high standards for content, form, and presentation. A great deal of attention is given to subject matter knowledge and research, precision in text analysis and writing, and the appropriate application of translation technology. Some programs emphasize scientific and technical topics in this course, but others give considerable attention to commercial, economic, legal, and political texts, many of which have a technical component. The frequency, nature, and structure of course assignments and examinations are at the discretion of the instructor(s) of record. Students will, however, be expected to take at least one midterm exam and one final exam.

Prerequisite: 2nd-year student in good standing or equivalent background.

Fall 2013 - MIIS

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TIFR 8637 - Adv Intrp I Simul into English      

This is the first of two complementary courses designed to bring interpretation knowledge and skills up to the professional level. Students are expected to apply the knowledge and skills acquired during the first-year interpretation courses to produce interpretations that would be of acceptable quality in a professional setting. Content on a wide range of topics and current events is interpreted, with emphasis placed on business, economics, science, technology, and other topics congruent with current market demand for interpretation in the language combination in question. Course assignments include readings and research on class topics, presentations, practice, graded exercises, and peer and self-assessment.

In consecutive interpretation, students prepare by researching topics before each session, with emphasis on sequential logic in notetaking and accurate terminology in delivery. Students continue to hone their skills by diagnosing and correcting problems at all stages from listening through delivery, while progressing to increasingly difficult and challenging material. In simultaneous interpretation, the techniques learned in the previous semester are consolidated, which enables students to polish their delivery and language register. Focuses on nuance of meaning, accuracy of interpretation, research and preparation for conferences, and glossary development. Special attention is given to maintaining concentration while under significant psychological stress. Students learn to recognize SL discourse patterns and render them effectively in TL.

At the end of the course, students are able to interpret difficult passages that are derived from professional settings. In consecutive, students are able to interpret passages up to several paragraphs in length. In simultaneous interpretation, students are able to interpret passages that are between fifteen and twenty minutes in length. The frequency, nature, and structure of course assignments and examinations are at the discretion of the instructor(s) of record.

Fall 2013 - MIIS, Fall 2014 - MIIS

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Education

MA, French Translation and Interpreting, Monterey Institute of International Studies
BA, Linguistics, Pomona College

Faculty Type
Adjunct Faculty
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Abdelkader Berrahmoun

First Name
Abdelkader
Last Name
Berrahmoun
abdelkader-berrahmoun
Job Title
Assistant Professor, Summer Intensive Arabic Language Coordinator
Location
IIRC Building 2
City, State, ZIP
Monterey, CA 93940
Phone
831-647-6500
Language(s)
العربية
Français

Abdelkader Berrahmoun hails from Oran, Algeria in North Africa. After completing a B.A. in Philosophy from Oran University in 1991, he left Algeria to pursue a master’s degree at Creteil University in Paris, France.

Expertise

Pedagogy of language acquisition, integration of technology and cultural studies into the language curriculum, conflict and peace in the MENA (Middle East-North Africa) region, the history of colonialism and its aftermath in North Africa, socio-political and economic roots of popular uprisings in the Arab world, and political Islam

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Course List

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

ARLA 8100 - Elementary Arabic I      

Summer 2015 Language Programs

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ARLA 8101 - Elementary Arabic I      

Summer 2015 Language Programs

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ARLA 8210 - Intro to Intermediate Arabic I      

Fall 2014 - MIIS

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ARLA 8214 - Arabic Speaking Countries I      

This course will be a study of the basic information related to the Arab world and Middle East. The course focuses on enhancing abilities to communicate personal meaning effectively and satisfy personal needs and social demands to survive in an Arabic-speaking environment. Students acquire the ability to describe fluently themselves, their homes, towns, countries, provide and request basic information, and talk about their daily activities, jobs, education, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging.

Fall 2013 - MIIS, Spring 2015 - MIIS

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ARLA 8228 - SurvivlLangSklsArabicCountries      

Spring 2014 - MIIS

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ARLA 8234 - Arabic Speaking Countries II      

Fall 2013 - MIIS

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ARLA 8242 - ArabicSpeakingCountriesInDepth      

Spring 2014 - MIIS

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ARLA 8251 - Religion/EthnicGroups-ArabWrld      

Fall 2014 - MIIS

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ARLA 8252 - Arabic Media      

Arabic Media is a course that is designed for students at the intermediate level. It introduces the language of print, internet, TV news media to students of Arabic and provides them with the basic skills and vocabulary required for understanding the language of newspapers, magazines, television, and internet news. It will cover a wide range of topics such as business, politics, current events, society, culture, and environment.

Fall 2013 - MIIS

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ARLA 8290 - Topics in Arab Culture      

Fall 2015 - MIIS

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ARLA 8353 - Changes in the MENA Region      

Spring 2015 - MIIS

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ARLA 8394 - TopicsInSecurity&IntlRelations      

Fall 2015 - MIIS

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FRLA 8280 - Maghrebis,ID&IntegratnInFrance      

Fall 2015 - MIIS

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Thor Sawin

First Name
Thor
Last Name
Sawin
Thor Sawin, Picture
Job Title
Assistant Professor
Location
400 Pacific D203
Phone
831-647-4110
Language(s)
Français
Deutsch
Русский

As a scholar, I am most passionate about the value of multilingualism, specifically equipping international organizations with policies to improve the language acquisition of their personnel, and which don't devalue local languages at the expense of English.

As an instructor, I am most passionate about equipping language professionals to understand the beauty and creativity of linguistic structure, and its relevance to language pedagogy.

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Expertise

I am interested in the sociolinguistics of globalization - primarily the phenomenon of adult language learning and its attendant power and identity issues.   The uses and development of English repertoires in an increasingly mobile, multilingual and digital age fascinate me.   Within globalization, I am especially interested in helping international organizations better equip their employees to acquire the language skills necessary to carry out their goals.  This includes applying second language acquisition theory to language learning in field-based and non-classroom settings.   I have also researched language repertoires and translanguaging in digital social media.

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Course List

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

EDUC 8578 - 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 2014 - MIIS, Fall 2015 - MIIS

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EDUC 8650 - Portfolio Seminar      

Consists of a series of workshops leading to the integration of issues and ideas in the MA program, and to the development of a portfolio of work.

Summer 2014 - MIIS

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EDUC 8670 - 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

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LING 8500 - 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 2013 - MIIS, Spring 2014 - MIIS, Fall 2014 - MIIS

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LING 8510 - 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.

Spring 2014 - MIIS, Spring 2015 - MIIS

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LING 8530 - 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 2013 - MIIS, Fall 2014 - MIIS

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LING 8630 - 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

Spring 2015 - MIIS, Fall 2015 - MIIS

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LING 8640 - 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.

Spring 2014 - MIIS

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LING 8670 - 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

Spring 2015 - MIIS

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Extra Information

Recent Accomplishments

Defended doctoral dissertation "Second language learnerhood among cross-cultural workers" at the University of South Carolina.   June 2013.

Awarded the Michael Montgomery Award for Excellence in Teaching, University of South Carolina.  April 2013.

Invited to participate in academic spring school "Englishes in a Multilingual World" at the University of Freiburg in Germany, organized by the International Society of the Linguistics of English. April 2013.

Previous Work

Aug 2010- Jul 2013  Instructor, Linguistics Program, University of South Carolina, Columbia:  Taught Introduction to Linguistics at the undergraduate and graduate level, English Linguistics and Language and New Media

Aug 2011-Dec 2011 Adjunct Faculty, Department of Intercultural Studies, Columbia International University, Columbia: Taught Second Language Acquisition Theory in Pedagogy

Feb 2008- Jul 2009  Faculty, Department of Language Education, Handong Global University, Pohang, South Korea:  Taught academic English and German

Aug 2006- Jan 2008 Faculty, Department of Western Languages, Yanbian University of Science and Technology, Yanji, China:  Taught academic and conversational English, French grammar

Aug 2003- Aug 2006 Faculty, English Department, LCC International University, Klaipeda, Lithuania: Taught linguistics and translation courses, four-skills English and German

Education

B.S. Geography/Linguistics, Michigan State University, 2000

M.A. Teaching English to Speakers of Other Languages, Michigan State University 2003

M.A. Linguistics, Michigan State University, 2003

Ph.D. Linguistics, University of South Carolina, 2013

Bibliography

"The Habit of Meeting Together: Enacting Masculinity in a Men's Bible Study"  Crossroads of Language, Interaction and Culture.

"Second Language Learnerhood among Cross-cultural Workers." Doctoral dissertation: University of South Carolina.

I am also currently working on the following articles: "The Moral and Political Economy of Code Choice in Eastern Europe", "Trilinguals in the Indexical Field of Facebook", and am co-authoring a paper on "Attitudes about Aptitudes in the Development Community." 

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Netta Avineri

First Name
Netta
Last Name
Avineri
Netta, Picture
Job Title
Visiting Professor
Location
McCone Building 227
Phone
831-647-6560
Language(s)
Español
Français
עברית

I am passionate about civic engagement, in which students connect course curriculum with purposeful reflection and meaningful work in broader communities. I seek to facilitate students’ discovery of ways to use their knowledge and expertise in order to positively affect populations around them. I believe that civic engagement provides a forum for all voices to be heard, and I am committed to creating rich environments where this polyphony can take shape.

Expertise

Applied Linguistics, Ethnography, Heritage & Endangered Languages, Institutional Discourse Analysis, Interviews, Language Socialization, Linguistic Anthropology, Narrative, Service-Learning, Sociology, Student & Teacher Identities, Teacher Education, Teaching Methodologies, Teaching Writing

Course List

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

EDUC 8505 - Intro to Classroom Observation      

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

Spring 2014 - MIIS

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EDUC 8515 - WritingFor Applied Linguistics      

• This course is designed to help you with the types of writing you will be doing in your courses this semester and subsequent semesters. Class time will focus specifically on literature reviews (as part of research papers), position philosophy statements, and using sources (for example, to situate research results or to provide rationales for pedagogical choices). We will also focus on individual needs as determined by the writing you are doing.

Fall 2013 - MIIS, Spring 2014 - MIIS

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EDUC 8535 - 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?

Spring 2014 - MIIS, Fall 2015 - MIIS

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EDUC 8579 - CALLCURRIC:TeachingLangOnline      

Spring 2015 - MIIS

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EDUC 8620 - Practicum      

Provides students with an opportunity for supervised teaching experience in ESL or foreign language classes. Discusses classroom-centered research; reading, writing, listening, and speaking activities; professional development; materials development; and reflective teaching.

Fall 2013 - MIIS, Summer 2014 - MIIS

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EDUC 8660 - 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 2015 - MIIS

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EDUC 8670 - 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

Spring 2015 - MIIS

More Information »

ESLA 8290 - EPGS Read Strtgy & Vocab Devlp      

Summer 2015 Language Programs

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ESLA 8292 - EPGS ActiveListeningStrategies      

Summer 2015 Language Programs

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ICCO 9535 - 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?

Spring 2014 - MIIS, Fall 2015 - MIIS

More Information »

LING 8500 - 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 2013 - MIIS, Fall 2014 - MIIS, Fall 2015 - MIIS

More Information »

LING 8510 - 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 2014 - MIIS, Fall 2015 - MIIS

More Information »

LING 8630 - 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

Spring 2014 - MIIS, Spring 2015 - MIIS

More Information »

LING 8670 - 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 2014 - MIIS

More Information »

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