Curriculum

Common Core (CC)

[Writing Fundamentals]

  • This course is an introduction to the principles of “good” writing and how professional writers achieve it. Writing Fundamentals (WF) takes a genre approach to writing, an approach that will quickly help you learn to write for different purposes and to different audiences. Over the semester you will learn how to write various types of texts, including email messages, short newspaper/magazine-style articles, and summaries.

[Academic Writing]

  • This course is an introduction to the principles and patterns of academic writing. Academic Writing (AW) takes a process-genre approach to writing, and you will learn how to compose short but complex texts for different purposes, to different audiences, and within different genres. Over the semester you will learn how to draft, revise, and edit your writing and produce magazine-style articles and academic essays.

[Refining Academic Writing]

  • This course focuses on developing in students the skills, strategies, and knowledge needed to improve as writers of academic English. The assumption is that students will be writing theses, projects, and/or substantial papers for other classes in the near future; and with this in mind, the syllabus highlights features of academic writing that are common across a variety of graduate-level writing tasks. These include, but are not limited to, summary writing, maintaining “flow”, defining terms, general/specific organization, and problem/process/solution texts.

[Professional Writing]

  • In this course we seek to help you enter the workforce successfully after completing your final project for graduation. To achieve this, we will spend the early weeks of the class working to produce the best versions of theses/projects possible for submission. Next, we will direct our attention to preparing resumes and C.V.s that will represent us well and stand out to potential employers. We will then turn to the drafting of job inquiries, cover letters, and other general professional writing tasks.

[Adapting Incorporating Authentic Materials]

  • This module provides a practical focus on selecting authentic texts and using them with classroom tasks. We will work with a different textual resource every three weeks to evaluate a variety of texts and examine the background theory and rationale for authentic materials. Students will also have the opportunity to select their own texts and pilot them with tasks they have developed.

[Public Speaking]

  • The focus of this course is on the basic skills, strategies, and techniques of good public speaking. We will concentrate on three main areas: 1) physical performance, 2) visual aids and their presentation, 3) organizing content. Substantial class time will be given over to student speeches and peer/teacher feedback. Speeches are opportunities for students to practice newly acquired skills in a supportive environment and to demonstrate their understanding of the course content.

[Storytelling]

  • Students will learn how to use stories to increase skills in listening to and telling stories. Students will practice telling both real and fictional stories. There will be a focus on different aspects of storytelling; types of stories, different delivery of stories, voice, tone, etc. We will also look lexical phrases common in different types of stories and descriptive language used in storytelling.

[Classroom Dynamics]

  • This module will critically explore how psychology research and theory can supplement what practitioners know from SLA to help learners achieve optimal development in the language classroom. Students will explore topics which include leadership, group dynamics, apathy, goal theory, self-esteem and confidence, motivational orientations, dealing with “troublemakers” and “underachievers”.

[Literature & Language Learning]

  • The Literature and Language Learning module seeks to familiarize students with a variety of literary forms written in English and some of their possible uses in the Korean EFL classroom. We will do this by examining the rationale behind using literature in an EFL context, by reading a range of authentic literary texts (short stories, poems, dramatic scenes, and one novel for young adults), and by exploring tasks and activities that can be employed to exploit such texts for language learning/acquisition.

[ELT Information Literacy 1]

  • The course aims to provide the fundamentals of literacy in ELT specialized information. The objective will be fulfilled by introducing different types of information, selecting the research topics at an earlier stage, getting familiarized with the library classification system and the library homepage, exploring various sources at disposal, and getting accustomed to managing and processing the collected information using the suitable software programs.

[Current Events & Discussion]

  • This course aims to give participants an opportunity to develop and refine their speaking and listening skills through focused small group discussions on weekly topics. Students will be required to follow a wide range of media outlets, both domestic and international, in various forms. Over the course of the semester, students will work towards expanding their academic vocabulary and becoming proficient language users.

[Listening & Speaking]

  • This skills course provides participants with the opportunity to increase their speaking fluency, accuracy and listening comprehension through immersive practice. Engaging with a variety of challenging and unfamiliar topics will enable students to communicate in a professional manner. Participants will work and speak collaboratively for much of the class.

[Publishing Books]

  • The main purpose of this course is experiencing the process of book publication, especially a paper-book. The course focuses on understanding how to prepare materials to publish and how to approach publishers for publication. The course is run basically by one-on-one meetings on a student’s request with regular group meetings.

[ELT Activity Development]

  • This course introduces various ways of evaluating and developing ELT tasks; however, unlike other courses this one focuses on more micro and practical side of task development. Participants, therefore, not only develop ELT tasks of various age and proficient levels but also practice those tasks during in class. This gives them opportunities to receive practical feedback from the classmates and the instructor.

[ELT Academic Activities]

  • In this course students will be reading from the primary literature on the methods and theories of foreign language learning and teaching and relate important findings to their own interest area. As part of this course students will be encouraged and supported to do activities like presenting a paper at an academic conference or publishing an article in an academic journal.

[ELT Business Start-Up]

  • The course is for students who are interested in business start-ups or organizations that provide ELT content and/or ELT programs to meet social demands and individual needs in ELT. The course consists of field trips, students' presentations, and specialists' lectures or consultations. The students are required to present their plans or cases of business start-ups or management of ELT organizations.

Common Electives (CE)

[Introduction to Linguistics]

  • This course is an introduction to how language works. For language teaching professionals, it is important to know what language is, how it can be described, and what role it plays in society. Introduction to Linguistics (ITL) is offered early in your MA program because it provides a foundation upon which you can begin to build your own theory of language learning and teaching.

[ELT & Social Service 1, 2, 3, 4]

  • Students as ELT professionals will understand social roles of English language teaching through participating in ELT social services. They will be encouraged to participate in the IGSE volunteer activities and the activities of current ELT volunteer organizations. They may also establish a new ELT social service together.

[ICT Literacy]

  • This course is dealt with basic information communications technology (ICT) for ELT professionals in teaching English, creating ELT content, studying ELT topics and managing ELT activities. In the course, moreover, students make their own video files with learning basic multimedia skills to deal with image, audio, video data.

[Introduction to ELT Materials]

  • This course deals with current principles of syllabus design and instructional materials focusing on the analysis, creation and evaluation of instructional materials for teaching English as a foreign language. Emphasis is placed on preparing and/or adapting language lessons, as well as on producing materials in audio, visual and computer-assisted mediums for particular language learners and situations at all levels.

[Pedagogical Grammar]

  • This course consists of a series of workshops designed to enable prospective and practising EFL teachers to develop an up-to-date knowledge and improved awareness of grammatical structures and concepts crucial to the teaching of EFL. The course has both a descriptive and practical focus, to enable students to apply their new understanding to coursebook evaluation and lesson planning as well as materials design and development.

[Phonetics of English]

  • This course consists of a series of workshops to enable prospective and practising EFL teachers to develop a practical understanding of concepts underpinning the pronunciation of English in EFL. We will be dealing mainly with articulatory phonetics, surveying the sounds, word-stress, rhythm and intonation of the main varieties, and addressing issues for Korean learners in the perception and performance of same.

[ELT Curriculum Design and Development]

  • This course is an orientation to the process of second language (SL) curriculum design?planning, development, implementation, and evaluation. You will learn how to apply theory to practice and create effective ELT programs. By the end of the course, you should be able to construct a customized SL learning program that effectively targets one (or several) of the major skills areas (e.g., speaking, reading).

[Contrastive Analysis & Translation]

  • The course focuses on contrastive analysis of English and Korean with respect to the comparison of grammar, vocabulary, cultures, and fixed expressions of the two languages with the aim of applying the findings to teaching English in Korea. Based on the comparative study of the languages, students are encouraged to translate English texts into Korean.

[ELT and Vocabulary Learning]

  • This course focuses on understanding diverse aspects of EFL vocabulary learning and teaching. The course deals with both theoretical studies and practical experiences through reading course books and doing workshops. The main topics of the course include history of vocabulary research and teaching, major word lists, current trends of research on vocabulary learning and teaching, and a comparative study of vocabulary materials.

[Language Testing]

  • This course is intended to provide working knowledge of the basic principles and procedures for test construction and testing in a second language teaching context. Participants will review a variety of first and second language tests including standardized tests, integrative language tests, discrete-point tests, and tests of communicative competence. Participants will also construct and try out some of their own tests.

[ELT Management]

  • This is an interdisciplinary course that combines a wide range of areas drawing from the field of business and management and that of language teaching and learning. The aim of this course is to extend their knowledge of relevant management principles and practices and develop their management skills through the application of this knowledge to a language teaching context.

[ELT Information Literacy 2]

  • The course aims to provide the fundamentals of literacy in ELT specialized information. The objective will be fulfilled by introducing different types of information, selecting the research topics at an earlier stage, getting familiarized with the library classification system and the library homepage, exploring various sources at disposal, and getting accustomed to managing and processing the collected information using the suitable software programs.

[Drama Techniques and Language Learning]

  • This course provides practitioners with enriched ways of teaching English using drama techniques to learners of all levels of proficiency and discusses the current research findings about L2 educational drama. The course consists of two directions; practicality-oriented activities and research-oriented discussions. Practicality-oriented tasks include teaching practice and developing classroom materials using drama strategies, and research-oriented discussions explore various effects of classroom interactions where drama strategies are implemented.

[Literacy & Phonics]

  • This course provides participants with an overview of the role that phonics, phonemic awareness, phonological awareness, and word study instruction play in literacy development. Participants will expand their knowledge of the alphabetic principle, examine the different approaches to early literacy, and learn how to assess and evaluate literacy development. Participants will be encouraged to take a critical approach to research and theories within this field.

[Phonics Research]

  • This is the middle course of phonics trio at IGSE: Introduction to Phonics, Phonics Research, and Application of Phonics. The main purpose of the course is laying the theoretical foundation of understanding phonics research, focusing on surveying previous research findings regarding the use of phonics in teaching English as an L1 and L2.

[Teaching Phonics]

  • This course aims to help participants understand the critical role of phonics in literacy development. Participants will learn the skills needed to develop and teach a balanced, comprehensive early literacy programme. The course covers perspectives on literacy development as well as practical and effective instructional strategies in teaching early literacy. Assessment and evaluation strategies will also be discussed.

Major Electives (ME)

[Methods of English Language Teaching]

  • This course will familiarize students with current frameworks, issues and practices in L2 classroom methodology. We will examine theories, principles and models in instructed second language acquisition and will evaluate the applicability of recent pedagogical developments in the language skills and systems for L2 learners in the Korean ELT context.

[Second Language Acquisition]

  • This course surveys linguistic, psycholinguistic, cognitive, and social theories of second language acquisition (SLA) that apply to naturalistic and instructed settings. We investigate the evidence each theory provides in answering three main questions: (a) What is the nature of the linguistic system/knowledge that L2 learners come to acquire? (b) How do L2 learners come to acquire this knowledge? (c) Why are some L2 learners more successful than others?

[Practical Teaching Methodology]

  • This is a practical teaching methodology course. On a macro-level, teachers will develop a critical self-awareness, observation skills and a sense of self-direction. On a micro-level, teachers will experience of a range of practical tasks and activities exemplifying various aspects of L2 methodology directly applicable to the English language classroom. Feedback sessions will highlight teaching strengths and weaknesses.

[Fundamentals of English Language Teaching]

  • This course introduces key concepts about language learning through definitions of terms and examines approaches to different issues in language learning and theoretical foundations to language teaching. This course can encourage students to consider the implications of theories for classroom pedagogy and help learners understand what to do to learn a language more effectively.

[Introduction to Statistics]

  • -

[Research Methods]

  • The purpose of this course is to train students to read research reports critically, to master a variety of skills needed to conduct meaningful research in SL/FL situations, and to gain an understanding of the value of reading and conducting research as a crucial part of one's continuing professional development. Topics include design of research, hypothesis construction, data collection procedures, statistical analyses and interpretation.

[Teaching Reading & Writing]

  • This course is an introduction to teaching the skills of reading and writing to second language (SL) learners (with an emphasis on pre-intermediate level learners and above). You will learn how to apply theory to practice and create effective skills-focused lessons and learning material. By the end of the course, you should be able to design short, pedagogically sound reading/writing units of study.

[Practical Teaching Methodology for Young Learners]

  • This course focuses on improving participants’ practical language teaching skills for teaching young learners. With the increasing demand of teaching English to young learners, the course introduces practical teaching methodology as well as hands-on teaching tasks. Participants will be able to plan lessons targeting their interest groups, teach them and receive feedback from their peers and instructor in class.

Major Core (MC)

[Thesis 1, 2 / Project 1, 2]

  • -

Curriculum and Subjects

Dept of ELT Curriculum

Dept of ELT Curriculum
Year Fall Semester Spring Semester
Year 1

Common Core

- Writing Fundamentals (2 Credits)

Modules Skills-focused

- ELT Module 1 (2 Credits) Current Events & Discussion

- ELT Module 2 (2 Credits) Storytelling

- ELT Module 3 (2 Credits) Public Speaking

- ELT Module 4 (2 Credits) Listening & Speaking

Contents-focused

- ELT Module 5 (2 Credits) AIAM

- ELT Module 6 (2 Credits) Classroom Dynamics

- ELT Module 7 (2 Credits) Literature & Language Learning

Professional Development

- Contents Module 1 (2 Credits) ELT Academic Activities

- Contents Module 2 (2 Credits) Publishing Books

- Contents Module 3 (2 Credits) ELT Activity Development

- Contents Module 4 (2 Credits) ELT Business Start-Up

Common Electives

- ICT Literacy

- Introduction to ELT Materials B

- Introduction to Linguistics

- Pedagogical Grammar

- Literacy & Phonics

- ELT & Social Service 1

- Certificate Course (1 or 2 Credits)

Major Electives

- Fundamentals of EL

Common Core

- Academic Writing (2 Credits)

- ELT Information Literacy1 (1 Credit)

Modules Skills-focused

- ELT Module 1 (2 Credits) Current Events & Discussion

- ELT Module 2 (2 Credits) Storytelling

- ELT Module 3 (2 Credits) Public Speaking

- ELT Module 4 (2 Credits) Listening & Speaking

Contents-focused

- ELT Module 5 (2 Credits) AIAM

- ELT Module 6 (2 Credits) Classroom Dynamics

- ELT Module 7 (2 Credits) Literature & Language Learning

Professional Development

- Contents Module 1 (2 Credits) ELT Academic Activities

- Contents Module 2 (2 Credits) Publishing Books

- Contents Module 3 (2 Credits) ELT Activity Development

- Contents Module 4 (2 Credits) ELT Business Start-Up

Common Electives

- Phonetics of English

- Phonics Research

- ELT Curriculum Design and Development

- Drama Techniques and Language Learning

- ELT & Social Service 2

- Certificate Course (1 or 2 Credits)

Major Electives

- Introduction to Statistics

- Methods of ELT

Year 2

Common Core

- Refining Academic Writing (2 Credits)

Modules Skills-focused

- ELT Module 1 (2 Credits) Current Events & Discussion

- ELT Module 2 (2 Credits) Storytelling

- ELT Module 3 (2 Credits) Public Speaking

- ELT Module 4 (2 Credits) Listening & Speaking

Contents-focused

- ELT Module 5 (2 Credits) AIAM

- ELT Module 6 (2 Credits) Classroom Dynamics

- ELT Module 7 (2 Credits) Literature & Language Learning

Professional Development

- Contents Module 1 (2 Credits) ELT Academic Activities

- Contents Module 2 (2 Credits) Publishing Books

- Contents Module 3 (2 Credits) ELT Activity Development

- Contents Module 4 (2 Credits) ELT Business Start-Up

Common Electives

- ELT Information Literacy 2 (1 Credit)

- ELT and Vocabulary Learningh

- Language Testing

- ELT & Social Service 3

- Certificate Course (1 or 2 Credits)

Major Core

- Thesis 1/Project 1 (1 Credit)

Major Electives

- Research Methods

- Second Language Acquisition

- Practical Teaching Methodology for Young Learners

Common Core

- Professional Writing (2 Credits)

Modules Skills-focused

- ELT Module 1 (2 Credits) Current Events & Discussion

- ELT Module 2 (2 Credits) Storytelling

- ELT Module 3 (2 Credits) Public Speaking

- ELT Module 4 (2 Credits) Listening & Speaking

Contents-focused

- ELT Module 5 (2 Credits) AIAM

- ELT Module 6 (2 Credits) Classroom Dynamics

- ELT Module 7 (2 Credits) Literature & Language Learning

Professional Development

- Contents Module 1 (2 Credits) ELT Academic Activities

- Contents Module 2 (2 Credits) Publishing Books

- Contents Module 3 (2 Credits) ELT Activity Development

- Contents Module 4 (2 Credits) ELT Business Start-Up

Common Electives

- Teaching Phonics

- ELT Management

- ELT & Social Service 4

- Certificate Course (1 or 2 Credits)

Major Core

- Thesis 2/Project 2 (1 Credit)

Major Electives

- Teaching Reading & Writing

- Practical Teaching Methodology

international graduate school of english logo
International Graduate School of English, 17, Yangjae-daero 89-gil, Gangdong-gu, Seoul, Korea, 05407,
TEL : 82-2-6477-5114, Admission Contact TEL : 82-80-804-0505
Copyright International Graduate School of English (IGSE), All Rights Reserved.
카페 블로그 페이스북 유튜브