Krystle Harkness
MA TESOL Courses
MA TESOL Courses
Spring 2014 - Child Psychology
Course Description
This module seeks to understand how children in different ages think and learn. With this understanding, this module tries to find better ways to teach children English. In this module, students will be required to read, understand and analyse theories of children's psychological development and apply these theories in selecting and applying language teaching materials and tasks. Finally, from this module students will understand more about with what kinds of activities and topics children in different ages would have optimal learning outcome.
Spring 2014 - Current Issues in Communicative Language Teaching
Course Description
This course focuses on getting the students to explore the good points and shortcomings of the communicative approach, the most widely used approach used today, by analyzing the most recent articles and looking at recent research in the area.
Fall 2014 - Principals of Language Testing
Course Description
This course provides students with an introduction to the basic concepts and principles of language testing and assessment, including how to develop valid and reliable tests, how to link assessments with instructional aims, how to develop test specifications, standards and rubrics. We will begin with fundamental theoretical concepts related to assessment and testing, and later move on to how these can be applied in practice with regard to each of the four language skills, both in conventional assessments as well as in alternative assessments. We will also be discussing some of the current issues related to language assessment and testing.
Fall 2014 - Creativity and Humanism in TESOL
Course Description
Understanding definitions for creativity and humanism will be done firstly. Theoretical rationales for including creativity and humanism in language learning and learners’ cognitive development will be studied in this course. Students will understand the concept of creativity and humanism in ELT and to apply this in Korean ELT effectively, this module intends to explore underpinning theories of using creativity and humanism in EFL classrooms and studies the effectiveness of using it in a real context.
Spring 2015 - Teaching Reading
Course Description
This course aims to develop teachers’ abilities to teach reading. With this aim, the course first explores different theoretical perspectives underlying second language reading, before introducing various instructional reading interventions. In addition to exposure to numerous exemplary reading practices, students will have many opportunities to try out specific teaching techniques.
Spring 2015 - Human Learning and Cognition
Course Description
This three-hour-per-week course focuses on the brain, its structure and mechanisms, in particular in how they relate to how people learn regarding memory and language. The course has two main areas that are to be covered. The first of these is the learning and memory component. The second component revolves around brain structure and functioning as it relates specifically to language. Here we will be looking at different elements of language and how they can be explained through theories of brain structure and functioning. In effect, we are looking for ways in this course to tie together the brain, memory, and language in a holistic, principled way.
Fall 2015 - Practicum 1
Course Description
This three-hour-per-week course has as its main component the running of a detailed Action Research project to be conducted individually by the Practicum participants within their own teaching setting, or in pairs as part of the Sookmyung English in Action class teaching team. It is requirement of the practicum that each participant teaches a class throughout the semester. The Action Research project requires them to reflect critically on their own teaching situations and implement substantive changes to their own teaching situation. In doing so, participants will get a chance to critically reflect on their own teaching situation and will also find ways of enhancing their own teaching.
Fall 2015 - Practicum 2
Course Description
This three-hour-per-week course has two main components. The first of these is the reflective component. We will be using the reflective journals and videos taken during the teaching of the participants’ courses to reflect on our own individual teaching practices as well as on elements of in‐class language learning. Reflection is one of the key elements for further developing teaching skills in in-service teachers and as such is used as a way of getting teachers to develop skills which enable them to become autonomous in their own development as teachers. The second component of this class revolves around the design and creation of a teaching portfolio. Here we will be working individually and in groups to create a portfolio that highlights our training, skills, and achievements as teachers. An important part of this teaching portfolio, which will be handled for the most part in the sister course (Practicum I), will be an action research project. In this way, this course is seen as a real-world review for the comprehensive exams and a practical application of all that has been learned in the entire TESOL MA program.