Course Alignment Matrix – ENG 540 Contextual Approaches to Grammar: TESOL Certificate
Program Purpose
The TESOL Certificate Program equips students with the skills needed to teach English as a Second or
Foreign/International Language while developing an understanding of cross-cultural awareness in language teaching
from a Biblical perspective.
Program Student Outcomes (PSOs)
Goal 1: Acquire knowledge of a variety of approaches undergirded by current research in TESOL.
Objective 1.1: Students articulate the various foundational theories of TESOL.
Objective 1.2: Students apply current research to practice.
Objective 1.3: Students distinguish between pedagogical and androgogical approaches for teaching English
Language Learners.
Objective 1.4: Students articulate their own philosophy of teaching English to Second Language Learners.
Goal 2: Develop knowledge in language structure and acquisition for the purpose of second language instruction.
Objective 2.1: Students apply knowledge of the English language structure in teaching tasks and
demonstrations.
Objective 2.2: Students apply comparative rhetoric and its implications to the teaching of writing.
Objective 2.3: Students apply intercultural communication skills as they pertain to the Western classroom
and community.
Objective 2.4: Students assess language proficiency.
Goal 3: Develop an awareness of cultural perspectives which affect both teaching and English language learning.
Objective 3.1: Students demonstrate their sensitivity to cultural differences which may be encountered in
various classroom experiences.
Objective 3.2: Students apply cross-cultural knowledge to their teaching approaches.
Objective 3.3: Students compare knowledge between American culture and other cultures.
Goal 4: Gain an understanding of how English language teaching can support Christian ministry in an appropriate
manner.
Objective 4.1: Students describe the various ways the love of Christ can be demonstrated through their
classroom behavior.
Objective 4.2: Students demonstrate how God’s Word can be incorporated into the language learning
experience.
Goal 5: Become familiar with adaptations needed to teach English in either a local or global context.
Objective 5.1: Students articulate the difference between teaching in an ESL or EFL/EIL context.
Objective 5.2: Students make appropriate changes to teaching methodology depending upon the classroom
context.
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Course Alignment Matrix – ENG 540 Contextual Approaches to Grammar: TESOL Certificate
Course Description: ENG 540 Teaching Grammar in Context - Course Goals and Objectives
This advanced course will provide an in-depth look at grammar from a linguistic perspective. The purpose of the course is
twofold: to provide students with a sound knowledge of English grammar from a linguistic perspective, and to equip students
with an understanding of the relationship between the linguistic and grammatical approaches to language. Ultimately, students
will be able to apply linguistic understanding to the teaching of grammar as prescribed by the California State Framework for
English. (3 units)
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Program
Student
Outcomes
PSO*
University
Student
Outcomes
USO**
Goal 1: Help students learn appropriate approaches to grammar
SLO 1.1 Distinguish between descriptive and prescriptive approaches to grammar. Self-Eval (I) Activity Journals (P)
Position Paper, Self-Analysis Paper (D)
SLO 1.2 Assess appropriateness of descriptive and prescriptive approaches in a given context. Readings (I), Position
Paper, Fieldwork (D)
SLO 1.3 Research and develop an informed position on the role of grammar in a professional setting. Readings (I)
Resource Annotations, Fieldwork (P) Lesson plans, Self Analysis paper, Position Paper (D)
SLO 1.4 Examine age-appropriate and discipline-specific ways to integrate grammar in a professional setting following
appropriate guidelines such as the California State Frameworks. Fieldwork (P), Tech Review, Position Paper, Lesson Plans
(D)
PSO 1.1
PSOs 1.2, 3.3, 5.1
PSOs 1.2, 4.2
PSOs 1.3, 3.3,
4.2, 5.2
Goal 2: Help students identify language variation
SLO 2.1 Identify variations in usage based on regional, social, cultural factors. Readings (I) Activity Journals (P)
SLO 2.2 Examine the role of culture, dialect, and identity on language use. Discussion Forums, Activity Journals Exercises
(P) Fieldwork (D)
SLO 2.3 Discuss the role of grammar for the bilingual speaker/writer. Discussion Forums, Activity Journals, Fieldwork (P)
Tests, Tech Review, Position Paper, Lesson Plans (D)
SLO 2.4 Develop an informed position on the issue of correctness versus usage and cultural variance. Resource
Annotations, Fieldwork (P), Tech Review, Unit Plans, Position Paper (D)
PSOs 3.2, 3.3
PSOs 2.3, 3.1
PSOs 2.3, 2.4,
5.1
PSOs 1.1, 1.4,
3.3, 4.1, 5.2
Goal 3: Help students apply grammatical and rhetorical knowledge
SLO 3.1 Apply knowledge of the various semantic and syntactic components of English in their analyses of English
language structure. Lectures (I) Exercises (P) Tests (D)
SLO 3.2 Apply knowledge of the various semantic and syntactic components of English in their own writing and reading.
Self-Eval (I) Discussion Forums, Activity Journals Exercises (P)
SLO 3.3 Apply knowledge of grammar and rhetorical style to editing and evaluating writing. Exercises (P) Tests, Tech
Review, Position Paper (D)
PSOs 2.1, 2.2
PSOs 2.1, 2.2
PSOs 2.2, 2.4,
3.1, 3.2, 4.1
Goal 4: Help students understand the role of technology
SLO 4.1 Evaluate the role and effectiveness of a variety of software programs and other electronic resources related to
language use. Self Eval (I) Tech Review (D)
SLO 4.2 Examine the impact of the use of the program on writing and the evaluation of writing. Self Eval (I) Position Paper
(D)
PSOs 1.3, 3.2, 3.1
PSOs 1.2, 3.3,
5.1, 5.2
*Program Student Outcomes; **University Student Outcomes – Academically Prepared (AP); Biblically Rooted (BR); Globally Minded (GM); Equipped to Serve (ES)