Introduction to the academic English language listening/speaking demands required at the university. Instruction and practice of effective note-taking skills, listening strategies, delivery of presentations, and participation in academic discussions. Designed as a bridge to ELI 080. CR/ NC only.
Introduction to the academic English-language reading demands required at the university. Instruction and practice of effective means to understand text patterns, increase reading fluency and comprehension, and develop vocabulary. Designed as a bridge to ELI 082. CR/NC only.
Extensive practice in expository writing. Analysis and use of rhetorical devices. Individual conferences and tutoring as required. CR/NC only.
Further development of the academic English-language listening/speaking skills and strategies required at the university. Instruction and practice of effective note-taking skills, critical listening strategies, delivery of effective academic presentations and leading of academic discussions. Pre: 070 or placement by examination.
Further development of skills and strategies for dealing with the high demands of academic reading by focusing on becoming efficient and autonomous readers. Instruction and practice of developing critical reading strategies and building field-specific vocabulary. Pre: 072 or placement by examination. CR/NC only.
Introduction to academic writing conventions common at the graduate level. Students explore academic writing in their disciplines, develop clarity of written expression, and improve command over textual, rhetorical, and discursive conventions common in academic writing. Pre: 073 or placement by examination.
Extensive practice for international teaching assistants in speaking in classroom situations with emphasis on oral skills, American cultural expectations and classroom management. CR/NC only. Pre: 080.
Extensive practice in writing expository essays; linguistic devices that make an essay effective. (Fulfills composition requirement for nonnative speakers of English only.)
Introduction to contemporary Pidgin in Hawai‘i; sociolinguistics of Pidgin; language attitudes; language discrimination; the role of Pidgin in contemporary Hawai‘i, including in media, educational, and interpersonal contexts.
Historical/global perspective on being/becoming multilingual/multicultural, encompassing cases of second language learning, teaching, use, growth, change, loss across the world, ancient times to present, supporting individuals’ motivations and abilities concerning second languages and cultures.
Introduction to the use of technology in second language learning; pros and cons of specific new applications and established technologies; project-based and oriented; developing multilingual/multicultural understanding through technology. Includes an emphasis on instruction in writing.
Reviews practices of second language learning and maintenance through learning strategies and through second language use in field contexts (at work, in internships, through study abroad and professionally); addresses economics of second language use/learning. (Spring only)
Introduction to bi-/multilingualism as a phenomenon at the level of society and as a characteristic of individual speakers; discussion of recent media reports and popular myths about bilingualism in relation to research-based evidence.
Introduction to language structure and function in the domains of sound, words, sentences, and discourse, with specific focus on description, analysis, and research into learner language. Pre: Sophomore standing or higher.
Theoretical foundations for the learning and teaching of second/ foreign languages. Includes an emphasis on instruction in writing. Pre: upper division standing.
Survey of methodology; basic concepts and practices. Pre: 302 (or concurrent).
Methods and materials. Issues in teaching; survey of available materials and practice in their adaptation. Includes an emphasis on instruction and feedback in oral communication. Pre: 302 (or concurrent).
Methods and materials. Issues in teaching; survey of available materials and practice in their adaptation. Includes an emphasis on instruction and feedback in oral communication. Pre: 302 (or concurrent).
Survey and analysis of current thinking and practices in multilingual and multicultural education, including bilingual education; special emphasis on ESL/EFL. Includes an emphasis on instruction in writing. Pre: 302 or 600 (or concurrent); or consent.
Theoretical foundation and practical applications of using electronic and audiovisual media in second language teaching. Pre: 303 (with minimum grade of C), or 600 (with minimum grade of B or concurrent); or consent.
Major historical descriptive, pedagogical aspects; pidgin and creole languages, linguistic change, language variation. Work with actual language data. Laboratory work required. Pre: 302 (or concurrent), or LING 102, or 600 (or concurrent); or consent.
Language analysis— phonology, syntax, semantics, discourse for teaching second languages. Pre: one of 302 (or concurrent), LING 102, LING 320, 600 (or concurrent), or graduate standing; or consent.
Basic course in English phonetics and phonology; emphasis on areas of interest to language teachers. Pre: 302 (or concurrent) or 600 (or concurrent).
Students observe and assist mentor teachers (minimum of 40 hours) at cooperating schools in multilingual contexts, examining the intersection of theory and practice in language learning and teaching and applying knowledge from other SLS courses. A-F only. Pre: 302 and 303.
Variable topics in special areas of second language studies: (E) second language learning; (N) second language analysis; (P) second language pedagogy; (R) second language research; (U) second language use. Repeatable three times in different topics. Pre: 302 (or concurrent) for (E), (N), (R), (U); 303 (or concurrent) for (P). Not applicable toward graduate degrees offered within SLS.
Capstone for SLS majors. Reflection on experiences via the major, articulation of professional values, exploration of diverse approaches to professionalism in SLS, and formal compilation of a professional portfolio. SLS majors only. Senior standing or higher. A-F only. Pre: 302 and 303.
Measurement and evaluation of achievement and proficiency in second language learning. Pre: 302 (or concurrent), 441, LING 102, or 600 (or concurrent).
For interdisciplinary studies majors. Pre: a minimum cumulative GPA of 2.7 or a minimum GPA of 3.0 in major, or consent of department chair. Repeatable unlimited times.
Introduction to basic professional and research issues in second language studies; integration of theory, research, and practice for prospective second or foreign language teachers and researchers. Pre: graduate standing or consent.
Survey and analysis of second language teaching traditions and perspectives. Pre: graduate standing or consent.
Examination, comparison with conventional approaches; interpersonal relationships in language teaching. Pre: consent
Key issues; overview and critique of published materials; practice in developing syllabi and other materials. Pre: consent.
Problems in teaching second language composition. Survey materials; use, modification, and development. Error analysis. Pre: consent.
A wide range of emerging technologies for language learning and research will be explored. Online/faceto-face discussions and hands-on experiential learning are integrated with learner’s goals, best practices, and theoretical foundations. Pre: consent. (Once a year)
Survey of research in reading process; teaching methodology; psycholinguistic investigations; comparison of reading in first and second languages. Pre: consent.
Designing, implementing, and evaluating language programs; systems-based approach to program and curriculum development. Pre: consent.
Descriptive English grammar in relation to second language learning and teaching.
Comparative study of two or more languages. Consideration of language transfer in second language learning, role of typological features. Pre: consent
Survey of theories and research on second language learning by children and adults, learning naturalistically and in formal settings. Relationships are explored between SLA research and language teaching. Pre: 441 (or concurrent) or consent.
Theoretical and applied aspects of language, culture, and society, and research methods in sociolinguistics, as they relate to second and foreign language issues. Pre: consent.
Quantitative research methods; design of research studies; techniques in collecting data; statistical inference; and analysis and interpretation of data. Pre: 490 and graduate standing; or consent.
Advanced issues in language testing research including recent developments in the following areas: language testing hypotheses, item analysis, reliability, dependability, and validity. Pre: 490 or consent.
Survey of research on second language classrooms and analysis of methodological issues. Pre: consent.
Theory and research in psycholinguistics as related to second language perception, production, acquisition, and instruction. Pre: 441 or LING 422, or consent.
Hands-on experience in language survey research including planning and creating survey instruments (both interviews and questionnaires), administering, compiling and analyzing survey data (quantitatively and qualitatively), and reporting the results. Pre: consent. (Once a year)
Philosophical and theoretical approaches, methodology, and ethics in second language qualitative research. Pre: 660 (or concurrent) or consent.
Explores a range of qualitative inquiry methods and theories. Through a project-based approach, students will develop and carry out inquiry relevant to their own interests, immediate learning/teaching needs, and long term professional goals. Pre: 660 (or concurrent) or consent.
Survey of approaches to discourse; microanalytic qualitative research; theory and methodology. Pre: 660 or consent.
Variable topics in special areas of second language studies: (E) second language learning; (N) second language analysis; (P) second language pedagogy; (R) second language research methodology; (U) second language use. Repeatable one time for different alphas. Pre: 650 for (E); consent for (N) and (P); 670 or 675 or 678, or consent for (R); 660 for (U).
Student teaching in ESL classroom. Pre: advancement to candidacy and consent.
Enrollment for degree completion. Repeatable unlimited times, but credit earned one time only. CR/NC only. Pre: master’s Plan B or C candidate and consent.
Individual reading in various fields of ESL. CR/NC only. Repeatable unlimited times. Pre: consent of graduate chair and instructor.
Individual reading in various fields of ESL. Repeatable unlimited times. CR/NC only. Pre: consent of graduate chair and instructor.
Current issues and problems. Repeatable unlimited times. Pre: advancement to candidacy or consent.
Issues in theory and research in second language acquisition of child and adult. Repeatable unlimited times. Pre: consent.
Second language/dialect use in multilingual communities. Repeatable unlimited times. Pre: consent.
Qualitative research in second language and multilingual contexts. Repeatable unlimited times. Pre: consent.
An experienced-based introduction to college-level teaching; graduate students serve as student teachers to professors; responsibilities include supervised teaching, and participation in planning and evaluation. Repeatable unlimited times. CR/NC only. Pre: graduate standing and consent.
Repeatable eight times, up to 12 credits. Satisfactory/Unsatisfactory only.
Brings together topics, discussion, and peer support to increase success at UH Mânoa and the College of Social Sciences. The emphasis is on knowledge, skills, and behaviors leading to graduation and sharing the first-year experience.