Foreign Language Education

Teaching Spanish as a Foreign Language and TESOL, Joint MA

Madrid and New York Courses

Sequence of Courses

Total Points: 50

*NOTES: 
- To continue the MA degree, students must complete the first year of course work (26 total credit points) in good standing (average grade of B or better). Please note that the 30% tuition reduction, applicable to both years of the MA program, is only available to students who complete 26 credit points in Year One.
- Courses in bold MUST be taken in the semester in which they are listed. 

  First Fall Semester in MADRID

 Pts

  FLGED-GE. 2069 Teaching Foreign Languages: Theory and Practice

 3

  SPAN-GA. 9208 Stylistics and Semantics of Written Spanish

 4

  SPAN-GA. 9203 Advanced Workshop in Contemporary Spanish

 4

  SPAN-GA. 9890 Independent Guided Project

 1

  TOTAL

 12

  First Spring Semester in MADRID

 Pts

  SPAN-GA. 9202 Applied Methodology for Teaching Spanish as a Foreign Language

 4

  SPAN-GA. 9208 Hispanic Dialectology and Sociolinguistics

 4

  SPAN-GA. 9556 Applied Phonetics and Spoken Contemporary Spanish

 4

  SPAN-GA. 9891 Independent Guided Project II

 2

  TOTAL

 14

  Second Fall Semester at NYU Washington Square

 Pts

  FLGED-GE. 2419 Applied Linguistics in Spanish

 1

  LANED-GE. 2201 The Second Language Classroom: Elementary and Secondary Schools

 4

  FLGED-GE.2911 Student Teaching Seminar in Foreign Language: Middle and High School I

 2

  TCHL-GE. 2005 Field Work

 0

  TCHL-GE. 2999 Drug and Alcohol Education/Child Abuse Identification and School Violence 
  Prevention/D.A.S.A.: The Social Responsibilities of Teachers

 0

  TCHL-GE. 2515 Adolescent Learners in Urban Contexts

 2

  One of the Following

  • SPCED-GE. 2162 Educating Students with Special Needs in Middle Childhood/Adolescent Settings
  • BILED-GE. 2103 Bilingual Exceptional Children
 3

  TOTAL

 12

  Second Spring Semester at NYU Washington Square

 Pts

  LANED-GE. 2206 Second Language Acquisition and Research

 3

  One of the Following

  • FLGED-GE. 2427 Spanish Syntax for Spanish Teachers
  • FLGED-GE. 2128 Advanced Spanish for Teachers of Spanish as a Foreign Language

 1

   TESOL-GE.2902 Student Teaching Seminar in TESOL: Elementary and Secondary II

 2

   TESOL-GE. 2205 Structure of American English

 3

  One of the Following

  • Multilingual Multicultural Studies Elective Course
  • LANED-GE. 2005 Intercultural Perspectives in Multilingual Multicultural Education (Study Abroad Option in the Dominican Republic)
 3

  TOTAL

 12

  TOTAL PTS: 50 


Course Descriptions:

Content core (15 points)

SPAN-GA 9556 Applied Phonetics and Spoken Contemporary Spanish (4 points)

The objective of this course is to introduce students to the study of Spanish phonology and phonetics in order to analyze various features of spoken Spanish. The course will also explore the current state of teaching phonetics in second language acquisition, and the linguistic disciplines in which phonetics proves to be a useful tool to study language. The course has both theoretical and practical components that include analyzing the distinct features of the sound systems of peninsular and American variants of spoken Spanish, allowing students to distinguish regional and social varieties of the language.

SPAN-GA 9108 Stylistics and Semantics of Written Spanish (4 points)

The main objective of this course is to reinforce the linguistic foundations for advanced students of Spanish, aiming to improve communicative competence through a systematic study of grammatical, discursive, and pragmatic systems, together with a practical study of form, function, and usage in Spanish. Students will gain practice on several levels, through: 1) advanced grammar review, with special emphasis on difficult points for native English speakers; 2) identification of different grammatical structures in literary texts and journalism, allowing students to provide their own examples from other course materials; 3) a broadening of students’ mastery of Spanish with specific exercises and writing activities based on textual models.

SPAN-GA 9208 Hispanic Dialectology and Sociolinguistics (4 points)

This course offers an overview of the Spanish-speaking world through the study of different dialects of Spanish. In addition to geographic variation, students will explore gender- and age-based linguistic differences, as well as sociolinguistic variants due to social and cultural factors in Spain, Latin America, and the United States.

TESOL-GE 2205 Structure of American English (3 points)

American English grammar for the classroom teacher. A practical study of form, function, meaning, and usage, and the teaching of English grammar to second language learners from diverse cultural and linguistic backgrounds.

General Pedagogical Core (9 points)

TCHL-GE 2010 Inquiries in Teaching and Learning (4 points)
Introduces graduate-level pre-service teachers to the complexities of teaching by exploring four major themes: learning, knowledge and knowing, teachers and teaching, schools and schooling. Each theme is investigated by analysing issues of the learner's autobiography, the challenges of diversity, the power of collaboration, and the uses of reflection. Students read and respond to a range of relevant tests, engage in observation of an elementary or secondary school classroom, create a classroom portrait with a focus on a particular learner, and produce a learning portfolio.

TCHL-GE 2515 Adolescent Learners in Urban Contexts (2 points)

Emphasis on applying theoretical knowledge of adolescent development to classroom teaching. Strategies for general and special education teachers to meet the cognitive, emotional, and social needs of adolescents in urban contexts. Focus on differentiating instruction to maximize learning opportunities and outcomes for all learners across ethnicity, race, national origin, linguistic competencies, ability status, learning styles, sexual orientation, gender, and social class. Issues of curriculum development, instructional planning, classroom management, and uses of technology. Methods for collaboration with parents, teachers, and other professionals.

SPCED-GE 2162 Evaluating Students with Disabilities in Middle Childhood and Adolescent Settings (3 points)

Strategies for general and special education teachers to meet the cognitive, emotional, and social needs of adolescents with disabilities in general education classes in middle and high schools. Methods for collaboration with teachers, parents and other professionals, including in IEP development. Examination of service delivery models at the middle and high school levels. Issues of transition planning, curriculum development, instructional planning, uses of technology, identifying strengths, and differentiating instruction, with a special focus on the development of literacy skills and processes that promote social skill development and interpersonal communication.

TCHL-GE 2005 Fieldwork in Schools and Other Educational Settings (0 points)

Preparation to meet the field-hours requirement in schools, and to better understand the practical implications of learning theories while also initiating the process of becoming a student teacher. The term “Learning Partners” is used in the course to refer to students in pre-student teaching field experiences who are deployed by the school to assist in classes or other activities, and who help individual students and thereby come to a deeper appreciation of how students learn. Learning Partners are assigned to work in schools, where they observe and work with students as the need and opportunity arise.

TCHL-GE 2999 Drug and Alcohol Education/Child Abuse Identification and School Violence Prevention/D.A.S.A.: The Social Responsibilities of Teachers (0 points)
An introduction to the role and responsibilities of teachers, school administrators, and pupil personnel staff in the coordinated school health programs. Includes teaching strategies to prepare prospective teachers for the standards-based environment. Course content covers mandated health subjects, e.g., recognition and prevention of substance abuse, HIV/AIDS, child abduction; child abuse recognition; safety education, including fire and arson prevention; and violence prevention. Meets NYS Education Department certification requirements for instruction in school violence prevention (2 hours) and identification and reporting of child abuse (2 hours). The course consists of six hours of in-person instruction and completion of an on-line component. Access to a school is required and can be arranged upon request.

Pedagogical Content Knowledge Core (minimum 7 points) selected from below

LANED-GE 2206 Second Language Acquisition: Theory and Research (3 points)

Current approaches and issues in second language research. Receptive and productive development of oral and written language; acquisition models; psycholinguistic and sociolinguistic issues relating to second language acquisition, such as developmental processes and variation, learning styles, first and second language literacy, discourse analysis, and the role of culture in language learning. Also included are connecting research and pedagogy, classroom-centered research on instructional strategies, and technology as a research tool. Hours are arranged for student collection and analysis of field data.

FLGED-GE 2419 Applied Linguistics in Spanish (1 point)

A systematic study of Spanish grammatical, discourse, and pragmatic systems, and a practical study on form, use, and functions in Spanish, including phonology, syntax, and sociolinguistics.

FLGED-GE 2128 Advanced Spanish for Teachers of Spanish (1 point)

Developing Spanish language proficiency in both oral and written expressions, and enhancing knowledge of Spanish and its rhetorical structure through selected reading of contemporary Spanish literature.

LANED-GE 2005 Intercultural Perspectives in Multicultural Education (3 points)

Cultural perspectives on language learning, language use, and education. Focus on sociolinguistic issues in education and pedagogical implications for linguistic and cultural minority students. Central topics include cross-cultural communication in the classroom, including the role of ethnicity, race, gender, and social class; the relationship between home/community language-use patterns and student achievement; cultural perspectives on school-community relations; cross-cultural perspectives on parenting and language socialization; standard and non-standard language varieties in the classroom; and effective instructional approaches for linguistically and culturally diverse classrooms. Includes 15 hours of field experiences.

Specialization Pedagogical Core (7 points)

FLGED-GE 2069 Teaching Foreign Languages: Theory and Practice (3 points)

This course comprises a weekly three-hour seminar combined with observations of “Spanish as a second language (ELE)” classes from NYU Madrid’s undergraduate program. All seminars are developed through lectures, peer commentary, and practical examples providing an overview of theories in pedagogy to be elaborated upon in future coursework. Students will prepare didactic activities, a teaching portfolio with a Statement of Teaching Philosophy, and a final written work for the course, as well as share their work with their peers in oral presentations in Spanish. Seminars will cover the following aspects of language teaching: communicative competence; new approaches to teaching grammar; acquisition of pragmatic competence; teaching culture and intercultural issues; the development of different linguistic skills (auditory, oral, written, reading comprehension); correction of errors; and language level assessment. The hours allocated to fieldwork include student collection and analysis of field data.

SPAN-GA 9202 Applied Methodology for Teaching Spanish as Foreign Language (4 points)

This course follows the Teaching Spanish as a Foreign Language course offered in the Fall semester as a continued study of materials, approaches, and techniques used to teach language skills to second and foreign language learners while applying language acquisition theories to practice. In addition, this course emphasizes practical issues of day-to-day lesson planning to develop teaching skills, plus different methods for promoting student motivation and positive reinforcement through classroom communication. A range of undergraduate Spanish language courses at NYU Madrid – at beginner, intermediate, and advanced levels – will be used to offer the M.A. students some teaching experience. Students will observe each other’s teaching and subsequently discuss the experience together in class.

Student Teaching (4 points)

FLGED-GE.2911 Student Teaching Seminar in Foreign Language: Middle and High School I(2 points)

University-supervised student teaching in foreign language at middle school level for the equivalent of 20 days. Student teaching experiences are used to support theoretical and practical application of the planning and implementation of curriculum. This experience also includes a 30-hour class observation prior to student teaching, and a student teaching seminar, which meets once a week.

TESOL-GE.2902 Student Teaching Seminar in TESOL: Elementary and Secondary II (2 points)

University-supervised student teaching at K-6 level for the equivalent of 20 days. Student teaching experiences are used to support theoretical and practical application of the implementation of curriculum. This experience includes a student teaching seminar, which meets once per week.

Culminating Experience (1 point)

LANED-GE 2039 Advanced Individual Project in Multilingual/Multicultural Studies (1 point)

Under the guidance of a graduate adviser, each student conducts his or her advanced individual project on second language learning and teaching, and develops means to update knowledge and skills in the subject(s) taught and in pedagogy. This project concludes the culminating experience requirement of the Masters program.

Elective Options (beyond degree requirements)

(BILED-GE 2001) Bilingual Multicutural Education: Theory and Practice (3 points)
Theory, policy, and practice of bilingual education. Key topics include (1) models and programs of bilingual education; (2) policy and politics of language minority education in the United States and international contexts; (3) psycholinguistic perspectives on bilingualism, including bilingual language development; (4) cultural, social, and political perspectives on language minority education; and (5) evaluation of bilingual education programs. Emphasis on pedagogical implications of the above, with particular attention to native language development, and second language/literacy teaching for developmentally and linguistically diverse students. Includes 15 hours of field experiences.

(LANED-GE 2040) Teaching Second Languages in a Technological Society (3 points)
Focus on uses of technology, including instructional and assistive technology, in language teaching and learning, as well as skill in using technology and teaching students to use technology to enhance language learning and the development of communicative skills.

(LANED-GE 2060) Language Evaluation and Assessment (3 points)
Approaches to methods of language assessment and evaluation. Formal and informal methods of assessing language proficiency, literacy, and second language development. Standardized testing and other formative and summative methods of assessment, including portfolio assessment and classroom tests development. Also included are skills needed to analyze one's own teaching practice, and to use this information to plan or modify instruction through use of various resources in order to enhance student learning.

(FLGED-GE 2914) Workshop in Foreign Language Education (1-6 points)
Learning of alternative methods of teaching second/foreign languages through approaches such as humanistic approach, emotional intelligence, multiple intelligence theory, Jazz Chants, etc. A hands-on approach will be followed and students will have a chance to work on resource projects on various innovative approaches to teaching foreign languages.

(LANED-GE 2201) The Second Language Classroom: Elementary and Secondary Schools (4 points)

Further study of materials, approaches, and techniques used in teaching language skills to second/foreign-language learners at the elementary and secondary levels, and application of language acquisition and literacy development theories to practice. With specific emphasis on methods of teaching reading to second-language learners at the elementary and secondary levels, including methods of reading enrichment and remediation; curriculum development and instructional planning; teaching language through content areas; skills in motivation, communication, and classroom management; and teaching students of mixed levels.

Extension to Foreign Language Elementary School (FLES) Certificate 

(FLGED-GE 2018) Teaching Foreign Languages to Elementary School Children (Additional 3 Credits)

Modes of learning, methods, instructional strategies, language and literacy development, and resources for teaching a foreign language to elementary school children. Emphasis is on the development of literacy and communicative skills.