Professor Bartolomé teaches a variety of classes in the Department of Applied Linguistics. She typically teaches Ethnography of Language, Culture and Learning, Teaching ESL: Theories and Approaches, and Teaching Reading in the Bilingual/ESL Classroom. (These classes are labeled with an asterisk below.) Dr. Bartolomé will also begin to teach a parent literacy development course beginning in spring 2010. Course syllabi are available upon request.
APLING 603 Cross Cultural Perspectives
This course is designed to help students develop perceptions of cultural similarities and differences from knowledge of concepts and meanings of culture. Special emphasis will be given to issues of linguistic and cultural discontinuities, the acculturation process, minority education, and interethnic communication. Discussions and research will be directed toward developing multicultural educational programs and activities.
APLING 618 Teaching ESL: Methods and Approaches
This course familiarizes students with the general schools of thought that have formed the basis of teaching ESL/ELL and with the specific methodological models that represent extensions and adaptations of many of these perspectives. Students will become familiar with a wide array of ESL/ELL methods and teaching approaches and techniques. The main goal is to make students aware of why they do what they do in a specific teaching context and to lead them to make informed pedagogical choices. Course readings will examine both sociocultural/political and psycholinguistic influences on ESL teaching and learning.
APLING 623 Sociolinguistics
This course will focus on the study of language variation and its social, political and cultural significance. Students evaluate current sociolinguistic theory and research in sociolinguistics. Topics include language attitudes, language identity, societal and individual bilingualism, language policy, Black English Vernacular (BEV)/Ebonics, creoles/pidgins, and language variation by SES, ethnicity, and gender.
APLING 635 Literacy & Culture
This course takes a sociolinguistics and anthropological approach to the analysis of discourse. It seeks to explicate both the nature of literacy practice in the academic context. The course addresses the distinction between “oral style” and “literate style” communication strategies. Participants look at so-called “oral cultures” and at those cultures influenced by writing, as well as at cross-cultural differences in orientation toward speech communication, language acquisition, and literacy. Emphasis is given to the analysis of “non-literary” texts, which may include interactions between teachers and young children during “show and tell,” and between writing instructor and student writers during writing conferences; narratives told in Black English Vernacular; and written texts produced by student writers from various non-mainstream backgrounds.
APLING 637 Ethnography of Language, Culture and Learning
This course addresses the how and why of ethnographic inquiry. It introduces students to ethnographic approaches and methodologies, and, more importantly, to the kinds of questions ethnographers ask. A key emphasis is on demystifying the field of research and applying ethnographic methods and techniques suitable for the study of culture and schooling. Students read and critically assess a variety of ethnographic research that addresses issues in class, ethnicity/race, culture, language, and learning. Students will also implement anthropological and sociological approaches and insights in planning for and conducting ethnographic observations and interviews. As a final assignment, students will be required to write a project proposal proposing to study an issue related to ethnicity/race, culture, language, and education.
APLING L669 Writing Theories in Second Language Instruction
This course examines research and theory in writing in a second language. Participants examine and evaluate classroom instruction in light of research and theory. Participants will analyze a number approaches and methods for teaching writing to ELL students including sociocultural and sociopolitical orientations in literacy development, bilingualism, and second language writing development. Emphasis is also given to formulating and exploring some implications of research and theory for second language and bilingual/ESL/ELL classrooms. The course will also examine writing assessment of ELLs and current implementation of MA State defined English language arts and ESL standards. Prerequisite: One course in linguistics, or permission of instructor. 3 Lect Hrs, 3 Credits.
APLING L673 Teaching Reading in the Bilingual/ESL Classroom
This course is designed to expose students to current debates over various perceptions of what constitutes literacy especially in regards to educating English language learners (ELLs). Class participants will critically analyze reading theories and research in reference to bilingual and ESL reading practices. As part of this overview, participants will analyze a number of reading approaches and methods including sociocultural and sociopolitical orientations in literacy development, bilingualism, and second language reading development. The course will also examine assessment of ELLs and current implementation of MA State defined English language arts and ESL standards. Finally, participants will study and evaluate current L2 reading methodologies and strategies in light of current research and theory.
APLING 696 Independent Study
This course will provide opportunities for students to work independently in one of the following areas: Applied Linguistics, Psycholinguistics, Sociolinguistics, Second Language and Bilingual Methodology, and Cross-Cultural Studies. Students who wish to do an independent study should submit a study plan which should include: a brief description of their area of interest and an outline of the topic they plan to research in terms of content, time and the structure of their project. Students eligible to take an Independent study course should be at the end of their course work for their M.A. and have at least a 3.5 GPA. All research plans for an Independent Study should be approved by their advisor and the GPD.
APLING 698 Practicum/Field Experience
A supervised, on-site experience in the teaching of bilingual education or ESL on an elementary or secondary level, or in a social or educational agency serving limited English proficient students. Students must meet with their academic advisor to discuss available practicum options. Students interested in licensure practicum must meet with the licensure specialist to discuss options. (Hours by arrangement, 3-6 Credits)
APLING 697 Special Topics in Applied Linguistics
An advanced course, offering intensive study of selected topics in bilingual/ESL studies. Course content varies according to the topic, and will be announced prior to registration. Please click here for the syllabus. Please click here for the bibliography.
updated on 04/02/2010