Linguistics Major (B.A.)(Combined B.A./M.A.T. with Teacher Certification in English as a Second Language (Preschool-Grade 12) and Teacher of Students with Disabilities)
The Dual Degree Dual Certification program is a 5-year program that leads to teacher certification in English as a Second Language (grades P-12), teacher certification in Teacher of Students with Disabilities, a baccalaureate degree and a master’s degree. Interested students must apply to and be admitted to the Teacher Education Program as an undergraduate. Students must successfully complete the undergraduate portion of the program in order to be admitted to the Graduate School and complete the one-year master’s portion of the program.
Please visit the Teacher Education Program website for the required undergraduate professional sequence of courses, overall course outline, and other important Program requirements, guidelines, and procedures. Students also are strongly advised to review the Teacher Education Program Handbook.
A minimum of 120 credits of coursework is required for the baccalaureate degree with a minimum 2.0 overall GPA, and a minimum 2.0 major GPA. However, more than 120 credits may be required depending upon the major field of study.
Program Requirements
Students must complete 42 credits of General Education requirements and 3-9 credits of World Languages and Cultures Requirements.
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| LNGN 210 | Introduction to General Linguistics | 3 |
| LNGN 220 | Structure of American English | 3 |
| LNGN 230 | Language in Society | 3 |
| LNGN 245 | Language and Culture | 3 |
| LNGN 300 | Syntax | 3 |
| LNGN 301 | Semantics | 3 |
| or LNGN 302 | Pragmatics | |
| LNGN 331 | Phonetics | 3 |
| LNGN 332 | Phonology | 3 |
| Major Elective Courses | ||
| Select four of the following: | 12 | |
| Language of Food | ||
| Language of Propaganda | ||
| Dialectology | ||
| Bilingualism | ||
| History of the English Language | ||
| Semantics 2 | ||
or LNGN 302 | Pragmatics | |
| Principles of Second Language Learning | ||
| The Grammars of English | ||
| Language and the Mind | ||
| Selected Topics in Linguistics 1 | ||
| Independent Study 1 | ||
| Independent Study 1 | ||
| Psycholinguistics | ||
| Graduate Course | ||
| Select one of the following with advisor approval: 3 | 3 | |
| Language and Linguistics | ||
| Sociolinguistics | ||
| Syntax | ||
| Semantics and Pragmatics | ||
| Phonetics and Phonology | ||
| Research Design in Applied Linguistics | ||
| Discourse Analysis | ||
| Cross-Cultural Discourse Analysis | ||
| Forensic Linguistics | ||
| Current Theories of Second Language Acquisition | ||
| Sociocultural Theory and Second Language Acquisition/Learning | ||
| Advanced Structure of American English | ||
| Methodology of Teaching ESL | ||
| Computer-Assisted Language Instruction | ||
| Language Testing and Assessment | ||
| TESL Practicum | ||
| Language Policy and Language Planning | ||
| Language and Culture in Minority Education | ||
| Languages in Contact | ||
| Language Policy in Nations in Transition | ||
| Languages of the USA | ||
| Cross-Cultural Perspectives on Language Socialization | ||
| Literacy | ||
| Cross-cultural Perspectives on Literacy | ||
| Linguistics and Reading | ||
| Computational Linguistics | ||
| Current Issues in Natural Language Processing | ||
| Text Analysis Tools | ||
| Translation Theory | ||
| Lexicography | ||
| The Structure of American Sign Language | ||
| Corpus Linguistics | ||
| Language and Mobile Communication | ||
| Selected Topics in Applied Linguistics | ||
| Topics in Cognitive Linguistics | ||
| Independent Study | ||
| Independent Study | ||
| Research Questions in Applied Linguistics | ||
| Seminar for Thesis Students in Applied Linguistics | ||
| Total Credits | 39 | |
| 1 | May be used with written department approval. |
| 2 | The course not used in the Required Courses section may be used as an elective. |
| 3 | This course will also count toward the MAT portion of this program. |
Teacher Ed Program Requirements (P-12, Bachelor's/MAT)
| Code | Title | Credits |
|---|---|---|
| Teacher Ed Pre-Requisite Requirements | ||
| Health for Teacher Education | ||
| Select one of the following: 1 | 3-4 | |
| Biological Sciences | ||
| Biology for Survival | ||
| The Biology of Human Life | ||
| Human Heredity | ||
| Mammalian Anatomy and Physiology I | ||
| Mammalian Anatomy and Physiology II | ||
| Human Anatomy and Physiology | ||
| Genetics | ||
| Personal Health Issues | ||
| Injury Prevention and Emergency Care | ||
| Study of Human Diseases | ||
| Perspectives on Drugs | ||
| Mental Health | ||
| Human Sexuality | ||
| Health Education Methods | ||
| School Health and Community Services | ||
| Counseling Skills for Public Health Professionals | ||
| Honors Seminar in Science | ||
| Honors Seminar in Contemporary Issues in Science | ||
| Principles and Practice of Emergency Care | ||
| Nutrition | ||
| Speech for Teacher Education | ||
| CMST 101 | Fundamentals of Speech: Communication Requirement | 3 |
| Additional Teacher Ed Pre-Requisites | ||
| EDFD 200 | Psychological Foundations of Education | 3 |
| or PSYC 200 | Educational Psychology | |
| EDFD 220 | Philosophical Orientation to Education | 3 |
| EDFD 221 | Historical Foundations of American Education | 3 |
| Select one of the following: | 3 | |
| Public Purposes of Education: Democracy and Schooling | ||
| Public Purposes of Education: Democracy and Schooling | ||
| Public Purposes of Education: Democracy and Schooling | ||
| Undergraduate Professional Sequence I | ||
| SASE 305 | Teaching for Equity and Diversity | 3 |
| SASE 312 | Educating English Language Learners | 1 |
| SPED 279 | Foundation and Philosophy of Inclusive Education | 3 |
| Undergraduate Professional Sequence II | ||
| READ 411 | Language Literacy | 3 |
| SPED 367 | Language-Based Strategies for Inclusive Classrooms | 3 |
| Undergraduate Professional Sequence III | ||
| SPED 469 | Inclusive Methods for Middle and Secondary Schools | 3 |
| SPED 488 | Promoting Prosocial Behaviors in Inclusive Settings | 3 |
| Graduate Sequence | ||
| SPED 566 | Creating Curricular Access for Adolescents with Disabilities 2 | 3 |
| SPED 586 | Educational Planning for Adolescents with Disabilities 2 | 3 |
| Total Credits | 43-44 | |
| 1 | Or pass the MSU Health Knowledge Test available through the Center of Pedagogy. |
| 2 | Courses will also count toward graduate portion of this program. |