| Name of course
| The course aims to enrich students with the main aspects of the field of linguistics. This will be carried out through exposing them to the definition of linguistics and relating to its different branches. Students will be equipped with the tools to utilize tasks and theories of each linguistic field for their future careers as language teachers. In addition, students will be enlightened by the various current resources provided to them on course materials; starting from theoretical books to journal articles discussing the main issues of the study of language.
| Introduction to Linguistics
| The purpose of the course is to explore facts about language use in social contexts. Main topics of interest and some practical methods of sociolinguistics will be introduced.
| The purpose of the seminar is to examine language diversity and multiculturalism as reflected and crystallized in Israeli Language Landscape.
| A Seminar in Applied Linguistics
| First language acquisition [FLA] deals with the development of language in children, while second language acquisition [SLA] focuses on language development in adults as well. This course will address the major theories and issues of FLA and SLA, focusing mainly on the factors affecting SLA.
| First and Second Language Acquisition
| The course deals with literacy acquisition in children. It introduces students to the mental abilities involved in the acquisition of reading in one's first and/or second language (e.g., the different meta-linguistic awareness aspects). An emphasis is put on the relationship between phonological and morphological awareness and the ability to read (particularly in alphabetic writing systems). The above mentioned aspects are also considered in reading disabilities and delays in specific populations of children (e.g., Dyslexics, bilinguals, etc…).
| Aspects of Reading Acquisition
| The course introduces students to two linguistic branches, Syntax (the study of the internal structure of sentences) and Semantics (the study of meaning) as apart and as interfaced.
| The course presents comparative analysis from its theoretical and practical side. It will show the efficiency of comparative analysis for applied linguistics learners and for teachers needing to adjust their teaching to the state of knowledge of their students. The course reviews the role that comparative analysis can play in understanding and solving problems in second and foreign language learning and teaching. The course focuses on two types of analysis: psycholinguistic and linguistic. Moreover, it focuses on comparing Arabic, Hebrew and English.
| Comparative Analysis
| Phonetics and Phonology, two different but much related aspects of the study of the structure of human language sounds, are the core interest of this course. Phonetics focuses on the physical manifestations of speech sounds and is considered to be a necessary prerequisite to the study of phonology. Phonology focuses on variability and patterning of sounds, as such, it is concerned with the systems of rules that determine how the sounds combine and influence each other. Students will acquire basic tools in order to conduct phonological analysis from various languages and dialects.
| Phonetics and Phonology
| Pragmatics is the study of how speakers and addressees use language to communicate meaning in real-life discourse contexts. This course will discuss two broad issues in pragmatics: the ways in which context affects meaning and the difference between what is said and what is communicated. The topics that will be reviewed to cover these issues include speech acts, politeness, conversational implicates. Time permitting, we will also look into information structure and discourse markers.
| The course deals with the modern theory of English morphology. It provides an overview of the structure of a word and the ways words are formed in English. The course deals with various affixes, parts of speech, grammatical categories, identification of morphemes and morphological processes.
| The course deals with the psychological basis of reading. It examines various models of reading, the stages in the development of reading and emphasizes the issue of word recognition. Emphasis is also given to reading comprehension and reading instruction in order to cope with various disorders and difficulties which accompany the process of reading.
| Psychology of Reading
| The course presents the notion of language testing and evaluation while exposing students to the currents trends in the field. It discusses the process and principles of language assessment and testing. The course also provides tools for students to be used while planning and conducting a measurement for acquired language skills.
| Assessment and Measurement
| The course exposes students to the basic English grammar areas. It provides the students with clear guidance on the form, meaning, and use of the target grammar.
| The course deals with various groups of populations of special needs. The course provides a definition of these groups and focuses on their particular difficulties in the EFL class. Methods of handling these difficulties will be offered and discussed.
| Learning English among Populations of Special Needs
| The course focuses on learning problems in L1 and EFL. Students examine specific instructional and remedial methods as they relate to special needs profiles. Focus is given to implementing remedial teaching techniques within the regular class, in small groups and with individual students.
| Identification and Remediation of Students with Learning Problems in the EFL Class
| This course reviews the grammar forms, meaning and usage, and acquaints students with methodologies of teaching grammar as it is taught in Israeli public schools. Emphasis is placed on the need and use of grammar as a tool, leading towards performance-based tasks in keeping with the State Curriculum.
| Pedagogical Grammar
| The course deals with the interface between the theory and practice of teaching English as a foreign language. It aims at articulating the link between the teaching goals and actual classroom practices in a way compatible with the requirements of the new English curriculum.
|Teaching English as a Foreign Language
| The course is designed to acquaint the trainees with the current pedagogy of teaching English as a Second/Foreign Language (ESL/EFL) for high and junior high school pupils. Higher and lower order thinking skills and their relations to teaching English through literature are discussed in depth. The participants explore ways for teaching English through fun such as games, songs and stories. Different ways for evaluation and testing are also part of the course's agenda.
| Didactic Seminar in Teaching English as a Foreign Language
| This course deals with theory and practice of instruction in heterogeneous EFL classes. Namely, it exposes students to theories, psychological and educational, concerning different aspects of the class heterogeneity as well as to practical techniques/strategies for teaching and coping in heterogeneous classes. Students will be able to develop proper ways that aim at helping them plan for teaching in heterogeneous EFL classes.
| Planning teaching in heterogeneous EFL classes
| This course provides the students with tools necessary for the analysis of the structure of any given narrative. Since our world is mostly made of narratives, these tools will serve the student throughout his/her studies. Through close analysis of short stories, the main aspects of narrative are discussed: narrator, plot, setting, point of view, characterization and genre.
| Narrative Analysis
| This course provides an overview of American culture from the Colonial period to the contemporary scene. By reviewing a variety of genres, among them captivity narratives, slave narratives, romance, novel, essay and short story, the course offers a more encompassing, better informed picture of America in general and the American individual, in particular. It exposes the students to the diverse voices that represent American culture, issues of identity, and America's development from "Melting Pot" to "Multiculturalism".
| Introduction to American Literature
| This course provides an overview of English literature from the Middle Ages and the formation of the English language to the present day. It introduces students to the major authors who helped define and shape the periods in which they lived, as well as the periods to come. Cultural and historical aspects; major historical events, doctrines, traditions and theories are discussed throughout the course.
| Introduction to British Literature
| The course, also referred to as "Dream Makers", explores the power of dreams in literature and art and the ways the visual and literary text are driven by the impulse to cross regional or national boundaries. The individuals in the texts exercise their independence in relation to race or gender marginality. The students will learn methods of responding to the literature and visuals by hands on experience in various forms of art such as video art or collage
| Studies in International Literature and Multicultural
| The course aims to acquaint the participants with the multicultural reality and the lives of different ethnic groups in English speaking countries mainly the USA and Canada and to raise their awareness of cultural diversity within these countries. In addition, one of the objectives of this course is to increase the students' knowledge of cultural conflicts and adjustment.
|Multiculturalism in Literature
| One of the main purposes of this seminar is to master the skills of academic analysis and writing for literature through the use and study of literary works. The course is divided into consecutive stages, building up to a final seminar paper on a topic of the student's choice.
| A seminar in Literature
| The course seeks to improve both the accuracy and fluency of the oral proficiency of the students. A great emphasis is placed on the self-confidence of the students. The students engage in different activities focusing on the differences among cultures, communities and personalities and on how the language is a reflection of these differences. The students will develop their presentation and conversational skills as well as their ability to function in the classroom individually, in pairs, or small groups. Oral proficiency 1 will cover a wide range of tasks ranging from descriptions, classifications, comparisons, speaking in various tenses, reporting, elaborating, formulating precise propositions and justifications, and much more.
| Oral proficiency 1
| This course is aimed to provide students with the thinking, speaking and listening skills they need in order to flourish their English language. The course is based on heterogeneous projects and class materials ranging from enrichment activities, news reports, articles, audio references, role plays, class discussions and more. Throughout each of the aforementioned class materials, students are instructed on the efficiency of the specific activity for their future careers as language teachers. In addition, students learn how to use specific class materials and turn them into interesting interactive piece of informative activity for their students. Special attention is given to developing analytical, listening and debate skills.
| Oral proficiency 2
| This course focuses first and foremost on a process approach to writing, which means that the process is more important than the product. However, accuracy will be developed gradually. Making basic organizational patterns will be practiced to facilitate clear communication and to help students to produce well-written paragraphs that meet the expectations of academic English.
| Written Proficiency – level 1
| The course aims to improve the writing skills of students via thorough exercises focusing on reading and writing a good paragraph in English. The students will be exposed to the different writing types of paragraphs such as descriptive, definitive, claim, and more. The course will utilize straightforward manners to illustrate writing models. It will review paragraph writing, summarizing and approaching essays. It enables the students to relate to sentence structures, comparisons, argumentative and cause and effect aspects. The course seeks to enrich students with the proper tools to become proficient academic writers of English. It is highly intensive and demanding.
| Written Proficiency - level 2
| This course is designed not only to acquaint the participants with the requirements of academic papers, but also to practice writing a seminar paper. Therefore, the learners will be expected to understand and use citations, quotations, and references. They will practice paraphrasing, analyzing and synthesizing from different sources. The theoretical information will be applied in the writing of an authentic seminar paper. It will be delivered as a workshop that will include classroom exercises and presentations. The participants, accompanied by the instructor, visit the library frequently to be trained for using sources of information.
| Written Proficiency – level 3
| This workshop is designed to engage the student in the task of writing poetry in order to simulate these situations in the classroom in school. Various activities will be given to arouse awareness of the five senses and to help create pictures in words, first according to set formulas and then through free association. The culmination of these activities is an individual poetry e book of visuals and poems
| Creative writing
| This is an advanced reading course which integrates academic research sources and terminology. The course reviews close reading skills and introduces global reading skills by providing students with tools that should allow them to become independent readers with authentic academic articles. Moreover, it will focus on the grammatical analysis of the structure of sentences particularly the complex sentences.
| English for Academic Purposes – Advanced B
|This course is intended for second year teacher trainees with a desire to increase their proficiency in using technology in the English classroom. This course will be structured into 10 different modules. Each training module covers a different aspect of using e-learning and integrating it into either a traditional English classroom or an online setting. Online tasks and coursework practice will contain a range of theoretical and practical knowledge. Teacher trainees will interact with the e-learning systems in a practical way.
|Integration of ICT tools in teaching/learning English
|The course deals with various phenomena which are related to the study of meaning. The course presents various linguistic and contextual methods which speakers use in order to convey meanings of words, sentences, intentions and situations. Discussions will cover topics such as lexical relations, conversational maxims and cognitive semantics.