Brigham Young University-Hawaii, BA
TESOL Major
Organizational Leadership Minor
Intro to Mathematics Minor
Coursework:
LING 210
Introduction to Linguistics
In this course, I became familiar with IPA, as well as the elements of language, including phonetics, phonology, morphology, semantics, syntax, and sociolinguistics. As a capstone project, we created our own language using these linguistic features.
Textbook used:
O’Grady, W., Archibald, J., Aronoff, M., & Rees-Miller, J. (2017). Contemporary linguistics: An introduction. Bedford/St. Martin’s.
TESOL 240
Introduction to TESOL
This class familiarized me with common terminology and methods used in TESOL. I collected, cited, and summarized sources that held relevance to my specific interests and pursuits in the field.
Textbook used:
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.
LING 331
Sociolinguistics
I explored the role that elements of sociolinguistics have played in my own language learning and teaching experiences by looking deeper into factors like language variability, social dialects, bilingualism, language shift, code-switching, and pidgin and creole languages.
Textbook used:
Van Herk, G. (2012). What is Sociolinguistics? Malden, MA: Wiley-Blackwell Publishing.
LING 260
Phonology
I interviewed several students who spoke Tagalog as their L1 and analyzed the segmental and suprasegmental features of their speech. I then took a prescriptive approach to what I found and focused on how to "fix" pronunciation problems according to Standard English.
Textbook used:
Kelly, G. (2000). How to teach pronunciation. Essex, England: Pearson Education.
TESOL 310
Principles and Methods
I completed a TWL (Think, Write, Learn) critique for 3 modules:
1) Principles for exemplary teaching
2) Principles of teaching learning outcomes
3) Principles for teaching language skills
TESOL 329
Teaching Writing
I created a lesson plan for teaching writing to intermediate high proficiency level students and carried it out for the class to see.
TESOL 327
Teaching Speaking
I prepared and taught a speaking lesson to university EIL students at an evening English class. I kept a practicum journal to record my experience and what I learned during that process.
Textbook used:
Bailey, K. M. (2005). Practical English language teaching : speaking. Mcgraw-Hill Esl/Elt.
TESOL 328
Teaching Reading
I planned a reading lesson and taught it to university EIL students in an evening English class with 2 co-teachers. I developed my personal reading philosophy.
LING 321
English Syntax
I conducted original corpus-based research of written corpus data on a grammar structure of interest, in my case, the copular verb "feel". I focused on various forms, meanings, and uses of that structure and wrote a formal research paper and presented my findings.
Textbook used:
Longman student grammar of spoken and written English / [Hauptbd.,2006]. (2006). Longman.
TESOL 375
Observations in TESOL
I spent the semester in the classrooms of different EIL professors each week, observing the traits that made them "exemplary". I used those observations to write my personal teaching philosophy that describes the pedagogical techniques I am committed to using in my future classroom.
LING 383
Peace Linguistics
I critically analyzed the discourse features of speech, with a focus on the application of speech features either encouraging or discouraging peace. I collected data from students from Hong Kong and compared my findings to data collected from other demographics.
Textbooks used:
Oxford, R. L. (2013). The Language of Peace. IAP.
TESOL 400
Language Testing and Research
I developed an ELAT speaking test designed for incoming BYU-Hawaii students to be placed in or tested out of the university's EIL program. I tested my assessment with non-native English speakers that fit the targeted demographic and presented my findings both in person and in a final report.
The Development of ELAT Speaking Test
Teaching and Tutoring Experiences
Opportunities I have gotten to put my TESOL education to use
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