In this specialization, students learn to design, create, deliver, monitor, evaluate, and improve the effectiveness of language and development curricula embedded in the context of their countries. Language teachers are key actors in the regional and global emergence of developing countries. They guide intercultural communication—from pre-school children learning bilingualism to adult language learners facing social, economic, and climatic change.
Students wishing to become language instructors or aiming to enhance their professionalism learn to use traditional and modern lenses for language acquisition and sustainable development. Such skill and knowledge are essential for outreach to and understanding of the world.
Why This Specialization:
Students will learn to be competent and confident professionals of educational advancement through expanding language fluency and development knowledge and skills. Since English is presently the global lingua franca, each country’s strategic use of English is pivotal. It links regional and global discourse, science, commerce, and security. Simultaneously, other major languages shape regional communication.
Students in this specialization of the Master of Arts degree examine, design, and deliver language curricula that bridge and negotiate the particular and universal attributes of communication.
- Use of language acquisition theory, education psychology, and age-appropriate teaching methods for curriculum development
- Ability to balance country- and culture-specific knowledge with incisive use of a global language, such as English
- Inter-generational and inter-disciplinary use of a global language to advance the development goals of a country
- Ability to understand and bridge the gap of rural-urban, rich-poor, and local-global interests amidst globalization
- Use of SWOT (strengths-weaknesses-opportunities-threats) analysis in defining the proactive role of teachers
- Use of proactive action research methods for timely monitoring and analysis of curricular
- Analysis with qualitative and quantitative key indicators of change
- Ability to write curriculum proposals and deliver curricular planning