• 82-783 Second Language Acquisition: Theories and Research
  This course introduces students to the field of second language acquisition (SLA) in order to provide them with an understanding of the way in which second languages are learned and acquired. The course will survey various theories of second language acquisition (e.g., Universal Grammar, Connectionism, usage-based approach, Interaction Hypothesis, sociocultural theory, language socialization and the complex dynamic systems perspective), and their claims will be examined in the light of recent research findings. The course will also examine the impact of internal and external factors on second language acquisition and development. Some topics include: the role of learning environment for language acquisition (e.g., study abroad settings, technology-mediated contexts), explanations for different levels of success among second language learners, variations in second language use and the effect of classroom instruction in second language acquisition.
  
• 82-793 Approaches to Teaching Modern Languages and Cultures 
  This course includes a survey of pedagogical theory and practice in foreign and second language instruction, with a primary emphasis on American contexts, but with some intercultural components where applicable (traditional language instruction in classrooms in Germany or China, for example, and how those conventions might affect learner perception of contemporary American practice). Methodologies surveyed might include grammar-based instruction, the audio-lingual method, Total Physical Response, topical-functional architectures, communicative, constructivist and interactionist approaches. The course will also require multiple observations of experienced teachers in different target-language contexts.
  
• 82-794 Teaching Apprenticeship
  This course will allow for a semester-long experience working in tandem with a single instructor in the language of specialization, including review of syllabus/curriculum design, teaching philosophy and techniques, lesson planning and execution, assessment and integration of appropriate media and technologies. The student will be asked both to deliver instruction based on the existing syllabus and to create and deliver new materials appropriate for the level and focus of the class. This practicum is designed to build on the knowledge gained in fall semester courses. The course assignment is determined in consultation with the program director and faculty in the language area of specialization.
• 82-888 Language Acquisition and Technology
  This course is designed to examine the affordances and the effectiveness of instructional technologies in the teaching of second or foreign languages (L2) and learn how to design language learning experiences that can be enhanced by or articulated around a variety of technological tools. While avoiding “toolism” (i.e., I do it because I can) the course will foster an understanding of how technology can transform and improve pedagogical practices to amplify L2 development in L2 instruction. The course proceeds as follows: (1) a short examination of the current context (cultural/social/institutional contexts) and participants profile (beliefs, practices), (2) continued engagement with various theoretical frameworks and empirical evidence in the area of computer-assisted language learning (CALL) that can inform the use of instructional technology to foster L2 learning, and (3) the design of learning experiences usable to foster learner’s development of language skills and intercultural competence in authentic contexts.
  

• 82-881 Research Methods in SLA
• Choose two of the following:
  • 82-885 Qualitative methods in SLA research
  • 82-888 Qualitative Perspectives on Context, Instruction and Learning
  • 82-888 Introduction to Linguistic Data Analysis Using R
  • Other relevant methods course with advisor approval

• Take 3-4* additional courses in Applied Linguistics & SLA (N.B. *4 courses if 9-unit synthesis option, 3 if 18-unit thesis option)
• One course must be taken as a “cultural elective” focusing on the language or language(s) the student specializes in (e.g., Arabic, Chinese, English, French, German, Italian, Japanese, Korean, Russian, Spanish)

Near the end of the second semester, in consultation with the program director/advisor, students must decide whether they want to apply for the 18-unit thesis option or the 9-unit synthesis paper option.

• Thesis option: Nine (9) units in the fall semester and nine (9) units spring semester of the second year. The project is supervised by an ALSLA faculty member and must involve original data analysis. This may include collaborating with a faculty member on an on-going project to which the student can make an original contribution or the student may in consultation with a faculty member design and carry out an original study. Typically, the fall semester would focus on designing the study (methods, IRB, etc.) and carrying out background research (i.e., rationale and literature review), whereas the spring semester would focus on data collection, analysis and write up. The final written document should be evaluated by the supervising faculty member and a second reader.
• Synthesis paper option: Nine (9) units in spring semester of the second year. The paper is supervised by an ALSLA faculty member and must involve an in-depth review and synthesis of current scholarly (i.e, peer-reviewed) research in a subdomain of ALSLA. Students may build on papers submitted in 82-783 SLA: Theories & Research, for example, or they may propose new topics learned in subsequent courses. The final written document should be evaluated by the supervising faculty member and a second reader.