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English Language Teaching and Learning


Faculty


Chair

Professors

  • Anderson, Neil (2014) B.A. 1980, Brigham Young University; M.A. 1981, Brigham Young University; Ph.D. 1989, The University of Texas at Austin.
  • James, Mark O. (1981) B.A. 1979, Brigham Young University-Hawaii; M.A. 1981 Brigham Young University; Ph.D. 1996, University of Hawaii at Manoa.

Associate Professors

  • Christensen, Perry (1991) B.A. 1991, University of Utah; M.B.A. 1994, Hawaii Pacific University; Ed.D. 2001, California Coast University.
  • Green, Brent (2018) B.A. 1990, Brigham Young University-Hawaii; M.A. 1993, Brigham Young University; Ph.D. 2007, University of California, Los Angeles.
  • Wallace, Amanda, (2004) B.A. 1988, Brigham Young University-Hawaii; M.A. 2004, Hawaii Pacific University
  • Wolfersberger, Mark (2006) B.A. 1998, Brigham Young University; M.A. 2001, Brigham Young University; Ph.D. 2007, University of Auckland.
  • Wyman, Earl (1982) B.A. Ed. 1969, University of Alberta; M.A. 1974, Brigham Young University.

Assistant Professors

  • Carter, Steven (2018) B.F.A. 2005, Brigham Young University; M.F.A. 2007, University of Texas at San Antonio; M.A. 2016, Brigham Young University.
  • Court, Allan (Tom) (2016) B.A. 2003, University of Calgary; M.Ed. 2010, University of Calgary.
  • Mapu, Maryann (2018) B.A. 1997, Brigham Young University-Hawaii; M.A. 1999, University of Phoenix.
  • Rama, Paul (2013) B.A. 2004, Brigham Young University-Hawaii; M.A. 2008, California State University; Ph.D. 2014, University of California.
  • Solis, Leola (2015) B.A. 2001, Brigham Young University-Hawaii; M.A. 2014, Hawaii Pacific University.
  • Tarawhiti, Nancy (2014) B.S.C. 1990, Brigham Young University-Hawaii; M.A. 2005, Brigham Young University; Ph.D. 2017, Auckland University of Technology.
  • Wright, Veronica (2017) B.A. 2009, Brigham Young University; M.A. 2016, Northern Arizona University. 

Special Instructors

  • Gibson, Diana (2005) B.A. 2005, Brigham Young University-Hawaii.
  • Harper, Amanda (2016) B.A. 2006 Brigham Young University-Idaho; M.A. 2013, University of Utah.
  • Kotobalavu, Luana (2011) B.A. 1991, Brigham Young University-Hawaii; M.E. 2014, American College of Education.
  • Lucrecio, Lorraine (2002) B.A. 2002, Brigham Young University–Hawaii; M.A. 2017, University of the Pacific.
  • Lukov, Tatyana (2012) B.A. 2011, Brigham Young University-Hawaii; TESOL Certificate 2012, Brigham Young University-Hawaii.
  • Nemrow, Paige (2014) B.A. 2014, Brigham Young University-Hawaii.
  • Smith, Shawnee (2015) B.A. TESOL Certificate 2015, Brigham Young University-Hawaii.
  • Smith, Tanya (2014) B.S. 2002, Brigham Young University-Hawaii, TESOL Certification 2014, Brigham Young University-Hawaii.
  • Tovey, Shirley (2001) B.A. 2001, Brigham Young University-Hawaii.
  • Tsing, Maraea (2005) B.A. 2005, Brigham Young University-Hawaii.
  • Williams, Robyn (1981) B.A. 1978, Brigham Young University; M.A. 1994, Brigham Young University.
  • Wolfersberger, Rebecca (2006) B.Ed. 1995, University Waikato; M.A. 2001, Brigham Young University.

Emeritus Faculty

  • Bunker, Ellen (2006-2017)
  • Nelson, Rick (1994-2014)

Academic Advisors

 

The Discipline


The discipline or profession of teaching English as a second language is a fairly new one, dating back no more than 50 years. Historically, the discipline has been seen as either a part of linguistics (applied), English, or foreign language education. Taking insights from these disciplines and others, teaching English to speakers of other languages (TESOL) is now recognized as a distinct discipline with its own professional organizations, journals, conferences, publishers, and bodies of literature. Given the global influence of English-speaking countries and peoples in the areas of entertainment, politics, and technology, the demand for English is ever-increasing, thus creating a fast-growing industry.

Programs and Degrees


Career Opportunities


With the high demand for English instruction around the world, there are many career opportunities for those who are qualified in TESOL. Public school systems in the U.S. and other English-speaking countries find themselves with an increasing number of second language speakers, due to high immigration patterns in Western industrialized nations. Thus, there are many jobs available to those who are trained and certified (See TESOL Education major for more information on becoming "certified" or licensed to teach in the U.S. public school system).

In addition to opportunities to teach in the public school systems of English speaking countries, there are many jobs in other nations, both in the public and private sectors. Many graduates in TESOL go on to work for multinational corporations (English for Business Purposes), or set up their own private language institutes.

Those who may not be interested in teaching may find that their interests lie in materials development or computer software development. Others find that their interests lie in pursuing further education in various applied fields of linguistics, multicultural education, speech pathology, educational psychology, testing and assessment, counseling, instructional technology, or social services.

Visit the English Language Teaching and Learning department website

EIL Program

The English as an International Language (EIL) program provides non-native speakers of English with a variety of courses from intermediate to advanced levels. Language instruction in these courses focuses on the academic English students will need to succeed in their university courses.

Non-native English-speaking students take a series of English proficiency exams upon their arrival at BYU–Hawaii. The results of these tests determine if students will need to enroll full-time or part-time in EIL courses or if they will be exempt from EIL courses. Students taking advanced level EIL courses may enroll in other university courses as credit load allows under the guidance of the EIL academic advisor. Students receive full credit towards graduation for all EIL courses and may also apply for a minor in EIL (described below).

EIL Program Outcomes

Upon completing the EIL program:
  1. READING: Students efficiently read and process academic texts (noting length, complexity, and time constraints) and apply the information to academic tasks.
  2. LISTENING: Students listen to and process academic discourse in formal (such as lectures, presentations, and videos) and interactional contexts (such as group discussions, tutor sessions, and office hours), and apply the information to academic tasks.
  3. SPEAKING: Students communicate orally in academically appropriate ways both in formal (such as individual and group presentations) and interactional contexts (such as group meetings, class discussions, tutor sessions, and office hours).
  4. WRITING: Students write in academically appropriate ways.
  5. VOCABULARY: Students apply effective vocabulary strategies when learning and using academic (such as AWL) and content-specific vocabulary.
  6. GRAMMAR: Students notice, recognize, and employ grammatical structures that are appropriate to various academic tasks.
  7. LEARNER AUTONOMY: Students apply effective language learning strategies to their academic study beyond the EIL program.

Policy on buying EIL credits

Non-native English speaking student may purchase up to 12 credits for the following classes:

  • EIL 310 (6 credits)
  • EIL 320 (4 credits)
  • EIL 342 (2 credits)

In order to purchase EIL credits, these students must meet the following two criteria:

  1. Must have taken the English Placement Exam at BYUH and scored higher than the courses to be purchased
  2. Is within the last two semesters before graduation

 

TESOL Program

David O. McKay made a prophetic statement when he referred to the graduates of this school as international peace-makers. English is the language of international communication in business, higher education, science, technology, travel, as well as in the Church, and hundreds of millions of people are in need of prepared English language teachers.

The TESOL program at BYU–Hawaii is an established and much-respected program that offers a major and a minor and a certificate. The minor and certificate in TESOL are meant to complement most any major on campus, adding an extra-major skill area to one's portfolio and marketability.  The minor is particularly helpful to education majors destined for U.S. public schools, while the Certificate is more widely recognized in Asia.  Coursework and training are greatly enhanced by the campus environment (half the student population claims some language besides English as their mother tongue). Our graduates successfully secure admission into graduate programs and teaching positions in places as diverse as North and South America, Europe, the Middle East, Asia, and the Pacific. They work with a variety of students of varying ages and proficiency in both public and private schools and in the work place. They teach immigrants, refugees, prospective university students, business executives, as well as secondary, elementary and preschool children.

At BYU–Hawaii, the TESOL program emphasizes practical preparation for teaching and provides students with a variety of experiences leading toward this goal. TESOL majors can strengthen their professional preparation by choosing a minor in Linguistics, Education, International Cultural Studies, English, or a foreign language. Certifying to teach in American public schools is another highly-recommended option (TESOL Education major). Undergraduate experiences in the TESOL Society and employment at the Language Center, the Reading/Writing Center, or in the ESL Program (Continuing Education Dept.) complement coursework.

D credit is permitted for major classes, except for the TESOL Education BA, unless specifically limited or prohibited.

TESOL Program Outcomes

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Course Number

Course Title

Outcomes

 

 

Knowledge

Experience

Professional Identity

 

 

1

2

3a

3b

3c

TESOL 240

 

Introduction to TESOL

3

1

1

2

1

TESOL 302

   

Technology Assisted Language Learning

2

3

1/0

2

1

TESOL 375

 

Observation in TESOL

3

2

1

1

1/0

TESOL 377

 

TESOL Methods and Materials

3

2

2

1

1

TESOL 400

 

Second Language Testing and Research Methods

3

2

2

1

3

TESOL 424

 

Teaching  Listening

3

3

3

1

2

TESOL 425

 

Teaching  Vocabulary

3

3

3

2

3

TESOL 426

 

Teaching  Grammar

3

3

2

0

2

TESOL 427

Teaching  Speaking

3

3

3

2

3

TESOL 428

 

Teaching  Reading

3

2

2

3

1

TESOL 429

 

Teaching  Writing

3

3

2

3

2

TESOL 430

 

Teaching  Young Learners

3

3

1

1

1

TESOL 480

 

Practicum Preparation

1

1

1

2

3

TESOL 481

 

Practicum 

2

3

0

3

3

TESOL 490

 

TESOL Senior Seminar

1

1

1

1

2

TESOL390R

Special Topics in TESOL

variable

 

 

 

 

TESOL399R

 

Internship in TESOL

2

3

1

3

3

TESOL199R

 

Service leadership internship in TESOL

variable

 

 

 

 

LING  210

 

Introduction to Linguistics

2

1/0

2

1/0

1

LING 321

 

English Grammars

3

3

2

0

2

LING 260

 

Phonology

3

3

3

1/0

3

LING 331

 

Sociolinguistics

3

0

3

1

3

LING 383

Peace Linguistics

 

 

 

 

 

LING 423

 

Language Acquisition

3

1

3

1

3

LING 496R

 

Student Research

3

1

3

3

1

*1 = slightly        2 = moderately                  3 = significantly