Overview:

​   This course focuses on getting the students to explore ways for evaluating, adapting and creating materials for language teaching In this course student firstly review SLA theories in order to build up the criteria and frame work for analyzing and creating materials. Secondly the evaluation of the existing material will be done on the basis of the evaluation criteria that are set up by their belief about language teaching. Thirdly, on the basis of the result of the material evaluation, the adaptation of the material will be carried out. Finally, in this course, students will create and publish one fine course material for their own teaching.

Overview:

  This course looks in to the way digital games provide opportunities for learners to explore practice and develop language skills. This entails looking first into the theory of gaming and what it is about games that make them a unique and potentially useful venue for language learning. The course also looks at how teachers can manage the opportunities afforded by game play for maximum effect in the classroom.

Overview:
  This course provides a mixture of computer assisted language learning (CALL) practice and theory. While students in this class will be exposed to and discuss aspects of CALL theory, opportunities will be given to explore, critique, and apply various Internet technologies to practice. By combining both theory and practice, this course aims to supply language teachers with necessary knowledge and tools to successfully integrate technology into their classrooms.

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Overview:

   In search of how we as teachers and course developers can help each learner reach their fullest potential in Korean ELT classroom setting, this course will include what we can do to help each child tap into her or his inner creativity. This course will look into teacher factors, student factors and materials with reference to helping each child develop their creativity and in a micro perspective. From the macro perspective the course looks at the positive humanizing effects or helping each child find what is creative in themselves.

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Overview:

  This course focuses on introducing theories and practices of current trends in ELT including CLT. It studies the strengths and weaknesses of each theory including CLT for implementing them in the contexts where young and adult learners learn English as a foreign language. From this course students will study the concept of each theory, ways of using it and will understand how those theories have been applied in the real contexts. 

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Overview:
  This module studies useful techniques and methods that support young learners (12s and under) to learn English as a foreign language in a Korean setting. In this module, early childhood education theories and ESL/EFL acquisition theories will be reviewed as to understand the rationales for using the activities that have been widely applied in young learners’ language lessons. Story-telling, story reading, story making, drama activities, songs and chants, phonics, games, and others will be explored and studied in terms of how these can be used to maximize language learning of young English language learners. 

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Overview:

  This three-hour-per-week course has as its main component the running of a detailed Action Research project to be conducted individually by the Practicum participants within their own teaching setting, or in pairs as part of the Sookmyung English in Action class teaching team. It is
requirement of the practicum that each participant teaches a class throughout the semester. The Action Research project requires them to reflect critically on their own teaching situations and implement substantive changes to their own teaching situation. In doing so, participants will get a chance to critically reflect on their own teaching situation and will also find ways of enhancing their own teaching. 

Overview:
  This three-hour-per-week course has two main components. The first of these is the reflective component. We will be using the reflective journals and videos taken during the teaching of the participants’ courses to reflect on our own individual teaching practices as well as on elements of in‐class language learning. Reflection is one of the key elements for further developing teaching skills in in-service teachers and as such is used as a way of getting teachers to develop skills which enable them to become autonomous in their own development as teachers. The second
component of this class revolves around the design and creation of a teaching portfolio. Here we will be working individually and in groups to create a portfolio that highlights our training, skills, and achievements as teachers. An important part of this teaching portfolio, which will be handled for the most part in the sister course (Practicum I), will be an action research project. In this way, this course is seen as a real-world review for the comprehensive exams and a practical
application of all that has been learned in the entire TESOL MA  program.