December 2007 http://www.aus.

edu/cas/matesol/

First AUS International TESOL Conference!
TESOL in a Globalized World: Exploring the Challenges
February 23-24, 2008
The MA TESOL program in the department of English organizes its first annual international TESOL
conference at the American University of Sharjah on TESOL in a Globalized World: Exploring the
challenges. English today has become the lingua franca of an increasingly interdependent and
globalized world. In almost every part of the world, including the Arabian Gulf region, the English
language is often becoming the first choice for communication among linguistically and culturally
diverse people. The number of current and future users of English in the world is mounting, and
according to recent estimates, non-native speakers of English have surpassed the number of native
English speakers. Indeed, recent research in TESOL and its subfields have started paying more attention
to NNS/NNS interactions in English, and whether the English speakers norms should be viewed as the
standard. However, much research is still needed to address the issue of teaching English as a global or
international language. This conference will provide a forum for scholarly discussion of TESOL within
the context of globalization.

Plenary Speakers






















MATESOL
NEWSLETTER
Julie A. Belz

The Role of Computer Mediation in
the Instruction and Development of
Second Language Pragmatic
Competence
Julie A. Belz (Ph.D., University of
California at Berkeley) is Associate
Professor of English/Applied
Linguistics and Adjunct Associate
Professor of World Languages and
Cultures in the Indiana University
School of Liberal Arts, Director of the
TESOL Certificate Program, and
Faculty Research Fellow at the Indiana
Center for Intercultural
Communication. She specializes in
Internet-mediated language learning,
intercultural communication, second
language acquisition, pragmatics,
learner corpus research, discourse
analysis, learner identity, multilingual
writing, and health discourse.
Robert Phillipson
English, a necessary lingua
franca or an uncontrollable
lingua frankensteinia?
Robert Phillipson is a
graduate of Cambridge and
Leeds Universities, UK, and
has a doctorate from the
University of Amsterdam. He
worked for the British Council
in Spain, Algeria, Yugoslavia
and London before settling in
Denmark. He is a Professor at
Copenhagen Business
School.
His main research areas are
the role of English worldwide,
and implications for language
policy and language
pedagogy.
David Graddol
How globalisation is changing
TESOL
David Graddol is Managing
Director of The English
Company (UK) Ltd which
provides consultancy and
publishing services in applied
language studies. He is well
known as a writer, broadcaster
and lecturer on issues related to
global English. David worked for
25 years in the Faculty of
Education and Language
Studies at the UK Open
University and has acted as a
consultant in English language
projects in the Middle East,
India, China and Latin America.
uecember 2007, age 2 MATESOL

From tbe Director
Fatima Badry
First, I would like to say a special thanks to Dr Betty
Lanteigne for her contribution as editor of the
newsletter for the academic year 2006-07 and
welcome to Dr Peter Crompton as the new member
of the TESOL faculty.
Second, I would like to dedicate my introduction of
this issue to our alumni, who have made us, the
MATESOL faculty, proud to have been their
mentors! It is true that we have been your professors
but we have also learned a lot from you. One lesson
drawn from our interaction with you is how much we
can achieve when we are motivated! You work all
day, have family responsibilities, often drive long
distances, yet, when you come to class your thirst
for knowledge and inquiry is unmistakable. Your
hard work has paid off. You have all advanced your
careers and become active contributors to the field
of TESOL. In addition, many of you have embarked,
or planning to embark, on PhD studies!

Left to right: Abdel Fettah Dimassi, Hishem Aouina,
Dr Fatima Badry, Lina Hejjawi, Mariam Salari, Amal Thab
We are happy to see you on the road to lifelong
learning and feel that you are the confirmation that
the AUS MATESOL program is achieving its goals!


From tbe Editor
Peter Crompton
As you can see from the front page of this issue, the
big news item for this issue is the 1
st
AUS
International TESOL Conference, February 2008.
This will be an opportunity to hear three leading
authorities on the conference theme TESOL in a
globalized world: Exploring the challenges. The
plenaries at conferences like this are an excellent
opportunity to stand back from pressing issues like
What am I going to teach next week? and place
them against big picture issues which are in fact no
less practical. Issues like Why are my students
learning English?, How do they feel about
English?, and Should they be aiming to sound like
Americans? However, the presentations,
workshops, panels and posters can also be
expected to cater for those with pressing issues too!
Conferences are places where you can confer with
other professionals: as one of my colleagues in a
previous job used to say Lets talk about our
ideas. If I like your idea Ill steal it! Checkout the
conference website for up to date details:
http://www.aus.edu/conferences/tesol08/.
Another conference next March, at which several
MATESOL faculty and a former MATESOL student
(see Student News, p.5), will be presenting, is
TESOL Arabia. The conference theme is Finding
Your Voice: Critical Issues in ELT. Checkout
program details on
http://tesolarabia.org/conference/.
Presenting at professional conferences is one of the
ways TESOL professionals can develop their
careers. Students, if you havent already, consider
presenting at future conferences. Review any
assignments you get good marks for on the
MATESOL program and consider how they could be
turned into conference papers. New graduates may
feel less confident about presenting but often have
an advantage over other teachers in that they are
more familiar with the latest research. And once
youve gone to all that work, its just another step to
recast the paper as an article for a professional
journal. Current MATESOL students, be encouraged
that work you do on the course may be re-usable!
As well as the regular updates on student and staff
research this issue also has an article about a
materials fair and an interview with a MATESOL
student who, as you will see, does a lot more than
study. This will be a regular feature so it might be
your turn next!
As the new editor, Id like to thank all of you who
contributed to this issue and gave me something to
edit. Id also like to echo my predecessors by
encouraging all MATESOL students to pass on
news of your experiences and accomplishments in
research and teaching to the newsletter. Simply
email your text/pictures to tesolnewsletter@aus.edu.
uecember 2007, age 3 MATESOL

Media & Materials Fair in ELT 517
Samah Sabbagh
On November 11, students of ELT 517
Curriculum Design held a media and
materials fair for their designed curricula. The
event was held in the spacious multipurpose
room in the heart of the Faculty Development
Center, located in the AUS Library Building.
ELT 517 students used all the facilities
available in the room creatively to convey the
use and purpose of their designed materials.

Hussam Al Zieny Samah Sabbagh
Some materials were created by the students
themselves such as: booklets, posters,
educational games, computer-based programs,
etc. Students also made use of authentic and
commercial teaching materials to achieve the
purpose of their developed tasks, exercises, and
activities. I personally went back home after
that evening with a pile of insightful ideas,
tools, and even a give-away gift of achievement
from one of my colleagues.
Students were both presenters and the audience;
they listened to their peers and professors
comments after each presentation. This
discussion has expanded on Blackboard as well,
where students gave constructive criticism,

Maryam Malki

Huda Al Jawabrah Mary Kay Klein
analysis, and compliments on each others
programs. One of the students comments was:
the fair made me get to know you better as
teachers not only as students.Another student
who demonstrated a great deal of materials said:
I also found that it was a good commercial
thing like the ones done by real curriculum
designers. Most students felt the same as my
colleague who said that: this event has given
me a large space for creativity.

Khawla Al Sheraiqi
I personally witnessed my ability to focus my
ideas after this event. We wrote everything
regarding our programs in a series of eight
tasks. Regardless of the information written in
these tasks and discussed in class, the Media
and Material Fair encouraged us to present all
those ideas that were in our minds to the outside
world. This was like moving from elusiveness
to reality!
Dr. Al-Issa has encouraged us from the
beginning of this course to think like real
program developers and designers. I think all
the ELT 517 team has carefully followed this
advice through an enjoyable journey of
curriculum design.
uecember 2007, age 4 MATESOL

Interview
The editor recently
interviewed Abdul Basset
Jeddi, an MATESOL student
who started in August 2007.
The interview took place in
the office where Abdul
Basset and Samah Sabbagh
work as graduate assistants
to the MATESOL program.

PC: Abdul Basset, how did you get into TESOL
as a profession?
AB: When I was in high school back in Tunisia
I very much wanted to go to either the UK or
the US and I knew that this would only be
possible if I studied English.
PC: Why were you so keen to go to the UK or
the US?
AB: I was very impressed by my high school
English teacher. I particularly liked his photos
of his training in the UK, for example, him near
Big Ben. Later, I realised that US dominance of
the world economy meant that English would
become a lingua franca: one of my college
professors had introduced us to the concept of
lingua franca with the example of Swahili in
Africa.
PC: What was your first degree?
AB: I took a BA in English Language and
Literature from the University of Human
Sciences in Tunis.
PC: And did your dream come true, did you get
to the UK or the US?
AB: Yes. After my second year I attended a
three month training program at the University
of Sheffield. I loved it. There were students
from many other countries, lots from Spain, and
when it was time to leave we all shed tears!
PC: What was your first job? How well did you
feel prepared to teach English?
AB: Teaching in a Tunisian government school.
I had had a methodology course and practicum
as part of my degree program and there was in-
service training for the first two years. In the
first year I visited classes taught by experienced
teachers and in the second year I had to write a
thesis.
PC: What came next?
AB: After three years I left and got a job in the
UAE, in Fujairah. My first month here I stayed
with my former high school English teacher (the
Big Ben one). There are many Tunisians
teaching English here, 400 to 500 hundred I
think.
PC: What was it like teaching here for the first
time?
AB: Well, we Tunisian teachers had some
problems in the early days. For example, we
never used Arabic in the classroom. Back home
I would have been fired if I had been heard
using Arabic! Here in the UAE the students
were not used to this. When I refused to offer
them an Arabic translation of a word they would
sometimes complain!
PC: How was that resolved?
AB: My supervisor suggested that occasionally
I might use Arabic as one of a range of
strategies. Overall, Tunisian teachers are well
respected in the UAE now and many are
employed in model schools. Another surprise I
had was that I was assigned to a primary school.
Previously I had rather looked down at my
friends who taught at primary level, but this
new experience taught me respect for them and
I learnt a lot from observing these guys.
PC: Where are your working now?
AB: Im still in Fujairah but teaching secondary
now. Im the oldest Tunisian there. When I
arrived there were only 4 or 5, now theres 50 or
60.
PC: Why are you doing the MATESOL? To get
promotion?
AB: Yes, and I think it will also help me in my
work as a materials designer. Ideally, Id like to
have my own company producing educational
software.
PC: Any more questions you think our readers
might like to ask you?
AB: I dont know but theres one question I
often ask myself: Why did I start the MA so
late?
PC: And whats the answer?
uecember 2007, age 3 MATESOL

AB: When I first came here distance learning
would have been the only possibility. I didnt
really have the time or the money then, and after
I got married and became a father I had even
less time. What encouraged me to take the
program here was the recommendations of
many of my Tunisian colleagues four have
already graduated from the program and two
more are joining.
PC: I know you have a post in TESOL Arabia.
What does that involve?
AB: Im the Eastern Region Chapter
Representative, and I have to arrange
conferences, speakers and workshops for
regional events, at least six events a year.
PC: How much time do you spend on
MATESOL work?
AB: Probably about 3 hours a day.
PC: What with that, the TESOL Arabia work,
the graduate assistantship here, and the
materials work you sound like a workaholic!
Your wife maybe doesnt see that much of you?
AB: Before I started the program, we discussed
it and my wife understands and completely
supports me.
PC:Thats great. Well, thanks a lot, Abdul
Basset. OK, now about the cover of this issue

Student News
Laila S. Dahan is an MA TESOL graduate
(2005) and a full-time instructor in the AUS
Department of Writing Studies. This year she
had a chapter published entitled English as an
International Language in the Arabian Gulf:
Student and Teacher Views on the Role of
Culture in Research in ELT Contexts (2007),
TESOL Arabia Publications. Using some of the
research from her MA thesis the chapter
investigates how Arabic-speaking students and
English language teachers in the UAE view
English as an international language.
Laila has also been accepted to present a paper
entitled Globalization and Global English: The
dangers of discounting the negatives at the
First AUS International TESOL conference in
February 2008 and a paper entitled Global
English and Silenced Voices at TESOL
Arabias upcoming conference Finding Your
Voice: Critical Issues in ELT in March 2008 in
Dubai.
Samah Sabbagh is an MA TESOL candidate
and a part-time graduate assistant in the TESOL
department. This year she has presented a paper
entitled: Implementing Research Project in the
Young Learners Writing Classroom at the 11
th

International INGED ELT Conference in
Ankara University. She has also been accepted
to present this paper at TESOL Arabia in March
2008.
Congratulations to our newest
graduates!
Shayma A. Naqi and Hessa Ghanem Al
Falasi.

Shayma successfully defended her thesis on 14
November.

Thesis committee:
Dr Cindy Gunn (supervisor)
Dr Rodney Tyson
Dr Sarah Shono

Hessa successfully defended her thesis on 4
December 2007.

Thesis committee :
Dr Fatima Badry (supervisor)
Dr Ahmad Al-Issa
Dr Rodney Tyson

Copies of the full theses will be available in the
AUS library. Shaymas and Hessas thesis
abstracts are printed on the next page.

Shayma and Hessa both plan to pursue doctoral
studies abroad.
uecember 2007, age 6 MATESOL

Teaching pragmatics to young learners
Shayma A. Naqi
This study is an attempt to investigate to what extent
pragmatic competence can be taught to young
learners in L2 classrooms. It also focuses on looking
at the students attitudes towards the activities
presented to them during the direct teaching phase
of pragmatics. In this study I will focus on teaching
pragmatic knowledge because only little work has
been done on the explicit teaching of pragmatic
knowledge.
Unfortunately, teaching in L2 classes in the UAE
focuses more on teaching vocabulary and
grammatical competence than on teaching
pragmatic or socio-cultural competence. Thus, I
want to bring this issue into focus and I want to show
teachers, researchers, and educators how it is
relatively easy to teach pragmatic competence as
well as grammatical competence. If L2 speakers
make grammatical mistakes, usually their message
can be understood and they will still be able to
communicate with others in the target language.
However, if they make pragmatic mistakes, the
situation is usually problematic and they will not be
understandable. Therefore, they will face problems
in communicating with different people in the target
language community.
To achieve my research goal I went through four
stages. First of all, I assessed the students in the
pre-instruction phase on eight different situations
(See appendix B) to see what available pragmatic
knowledge they have. Then, a five-week teaching
program of pragmatics was offered to those 48
students to help them acquire and learn more about
pragmatics to develop their skills. In the post-
instruction phase I reassessed the same students
based on the same eight situations I gave them
before the teaching program in order to have some
comparative data. In the post-post instruction phase
I reassessed the students after the students had a
two weeks break to see if they still remember what
they learnt in the teaching course. A descriptive
observational journal was also used throughout the
semester as an extra supportive qualitative tool of
research. Results of this research emphasize that
students in our UAE governmental schools are very
weak in their pragmatic knowledge and they often
tend to transfer their L1's pragmatic knowledge into
the target language's pragmatics. However, this can
be overcome if teachers focus on teaching this
aspect of knowledge implicitly besides the other
aspects of language which are grammar and writing.
The most important point that this research reveals
is that culture and language should be integrated
and without teaching the students some aspects of
the target language cultural pragmatic norms, they
will keep transferring their L1's pragmatic knowledge
into their L2's without being aware of it.
UAE English skills: a textbook evaluation
Hessa Ghanem Al Falasi
National English textbooks are considered to be the
main element of the English language curriculum at
government schools in the UAE. Tens of thousands
of students studying at these schools depend on
national textbooks for their English language
learning. Therefore it is essential to regularly review
and evaluate these textbooks to determine their
suitability for the countrys context and their potential
ability to develop students language competence.
One of the newest additions to the national English
textbooks used at government schools is the UAE
English Skills series of textbooks. This study sheds
light on the change that happened in the English
curriculum which led to the adoption of the UAE
English Skills for grades 7, 8, and 10, and attempts
to determine their pedagogical value and
effectiveness through conducting an in-depth
textbook evaluation. The study also investigates
teachers attitudes towards the adoption of the UAE
English Skills textbooks and their perception of their
value and suitability to the UAEs context.
The main purpose of the study is to determine the
overall pedagogical value and suitability of the UAE
English Skills series of textbooks to the UAEs
context by seeking answers to the following
questions: What is the pedagogical effectiveness of
the new series of textbooks? Are they suitable for
the UAEs context? In what ways can they help UAE
students improve their English language? What are
the reasons for the change that happened in the
curriculum? What are teachers attitudes towards the
new series of textbooks and finally, how are they
adapting their teaching methods to them? To
achieve the purpose of the study, both qualitative
and quantitative data are gathered from multiple
sources including interviews, surveys, textbook
evaluation forms, and in-depth evaluation of
samples from the textbooks.
Results indicate that the UAE English Skills for
grades 7, 8, and 10, in spite of not being preceded
by any kind of needs analysis, have some
remarkable features that would assist students in
developing their English language skills and
improving their general language competence.
Results from teachers surveys and textbook
evaluation forms reveal that teachers perceive the
textbooks to be appropriate for their students needs
as language learners. However, teachers pointed
out that they still need to attend more training
sessions and workshops to help them in making the
best use of the UAE English Skills textbooks.
uecember 2007, age 7 MATESOL

Student News {continued]
Gihane Sadek, who graduated from the MA TESOL
program in 2006, is now a Doctoral student at the
University of Bath, United Kingdom. She is
registered for a Research Ph.D in Education. She is
also currently working as a full time faculty member
teaching English at the New York Institute of
Technology, Abu Dhabi, UAE.

Faculty News
Dr Ahmad Al-Issa has a paper accepted for
publication in Behavior Research Methods entitled
Deciphering the Secret Code. A New Methodology
for the Cross-Cultural Analysis of Nonverbal
Behavior. In addition, his research on L2 students
evaluation of teaching resulted in an article and a
book chapter. The first appeared in Quality
Assurance in Education, and the latter appeared in
Language Teacher Research in the Middle East. He
also co-authored a book chapter entitled A Journey
of Belonging: A Global(ized) Self Finds Peace.
published by Syracuse University Press.
Dr. Fatima Badry contributed a chapter entitled
Vocabulary in ESL writing: Lessons from research
in the classroom to the edited volume Research in
ELT Contexts (2007), published by TESOL Arabia.
She has just returned from Montreal, Canada where
she participated in the MESA annual convention
and presented a paper entitled The shifting sands
of Arabness a paper discussing the changing role of
language in identity construction among young
Arabs in the Gulf.
Dr Peter Crompton attended the sixth Practical
Applications in Language and Computers
conference in Lodz, Poland, in May 2007 and
delivered a paper entitled Definiteness and
indefiniteness in Theme: a corpus-based analysis.
The paper has been selected for publication in the
conference proceedings.
Since January 2007, with the aid of fellow writing
course instructors, Dr Crompton has been collecting
a corpus of argumentative essays written by
students at AUS. Currently the corpus comprises
about 100,000 words by over 200 students taking
advanced level writing courses and texts are still
being collected. Authorship data on the linguistic and
educational background for each text in the corpus
is being stored in a computerised database. Learner
corpora can be analysed to provide quantitative data
on the development of linguistic and rhetorical
proficiency of learners. For example, by searching
for formal cues the frequencies of relative clauses
can be compiled. It is hoped that analysis of this
corpus will help supplement teachers experience in
identifying appropriate focuses for future writing
instruction at AUS.
Dr Cindy Gunn has had two chapters published
recently. The first, entitled Mixed gender group
projects at AUS: Creative Collaboration or
Problematic Partnership? has been published in
Teacher Research in the Middle East edited by C.
Coombe and L. Barlow (2007). In this chapter, Gunn
outlines the process she went through to determine
how she could continue to productively incorporate
group work with male and female students into her
classes and at the same time better meet the
sociocultural needs and concerns of her students.
Gunn concludes that the results of her research
were not decisive and suggest that fellow teachers
should be cognizant of student concerns regarding
mixed gender collaborative activities.
The second, entitled Furthering Students' and
Teachers' Development: A Call for Pedagogical
Change in the UAE, co-authored with John Raven,
has been published in Teacher Education and
Continuing Professional Development: Insights from
the Arabian Gulf, edited by L. Stephenson and P.
Davidson (2007). This chapter describes an
opportunity seized by the two authors, Cindy Gunn,
an ESL specialist and John Raven, an IT specialist
to draw on each other's expertise to further develop
their own teaching as well as the students' learning
using Weblogs and Exploratory Practice, a reflective
approach to practitioner research. The authors
describe a number of professional development and
learning benefits for teachers and learners as a
result of the collaboration between the two teachers
using this approach.
Dr Betty Lanteigne has had three articles
published: Is It From a Different Culture or Just
Plain Rude? in English Teaching: Practice and
Critique (September 2007); Evaluating Three Types
of Assessment in a Public Speaking Course:
Traditional Pencil-and-Paper Tests, Online Tests,
and Performance-based Assessment Projects. In
Perspectives (2007); and Task-based Assessment,
Culture, Construct Validity and Reliability. in
Proceedings of the 9th and 10th Current Trends in
English Language Testing (CTELT)
Conferences(2007). She has also given the
uecember 2007, age 8 MATESOL

following presentations: Rhythmic Chanting to
Teach Content at the TESOL Arabia Sharjah
Chapter in September; Using Sociolinguistic
Parameters to Contextualize Test Tasks at the
CTELT conference in Dubai in November 2007; and
Using Advertisements in Test Item Writing at
TESOL Arabia, Dubai, in March 2007.
Dr Lanteigne is currently working on the following
research project with Dr Marina Dodigovic (Cornell
University, Qatar):
Investigating the Use of the Versant Spoken
English Test as an Interim Check
Language assessment is often associated with high-
stakes, high-anxiety and high-cost standardized
language proficiency tests. Success at such a test
opens the door to prestigious international schools,
jobs and awards. However, the test fee is not
affordable for everyone. Can the cost, the anxiety
and the test taking time be reduced? Speech
recognition technology could be a solution. In fact,
an application of this technology is being used to
test the English proficiency of job applicants in the
aviation industry a field where high English
standards really matter. Demonstrating the
correlation of the use this technology in the Versant
test (a fully automated, speech-recognition based
test of English) with the TOEFL (Test of English as a
Foreign Language) would potentially mean
considerable savings in learner time, language
teacher labor and TOEFL exam cost. Thus, with use
of Versant as an interim check, students would not
unnecessarily sit costly and labor intensive exams
before they were actually ready to pass. Such
savings would first and foremost benefit individual
students, but would also be particularly useful to
English educators in developing countries. This
report discusses a research project in which the
TOEFL scores of a student population are compared
with their scores on Versant, a fully automated,
speech recognition based test of English.
uecember 2007, age 9 MATESOL

MA
TESOL
PROGRAM
FAQs about the AUS MA TESOL Program
1. Q: How much does it cost?
A: The current cost for a graduate course at AUS is 2,020 AED/credit hour. If you choose the monthly
payment plan described below, the cost for the entire program could be less than 1,300 AED per
month.
2. Q: Do I have to pay the tuition all at once?
A: No. Students may apply for a financial plan that provides for payment of their tuition charges over a
period of up to 48 months.
3. Q: How many courses do I have to take?
A: The MA degree in TESOL is awarded after successful completion of 30 semester credits (10
courses) at the graduate level, plus a thesis of 6 semester credits.
4. Q: Is a thesis required?
A: Yes. Each student is required to write a thesis with the guidance of a committee of three faculty
members.
5. Q: How long will it take to finish the program?
A: The program can be completed in a minimum of two years and a maximum of five years, depending
on the number of courses you take every semester.
6. Q: Do I need to take the TOEFL?
A: Yes. For full admission to the program, students must score at least 550 on the TOEFL (or 213 on
the computer-based TOEFL), with a minimum score of 5 on the Test of Written English (TWE).
Outstanding applicants who meet all other requirements may be granted conditional admission with
slightly lower scores.
7. Q: Are the courses offered in a specific sequence?
A: Yes. Some courses have prerequisites that must be completed before enrolling. See the brochure or
our web site for the specific sequence of courses.
8. Q: When are the courses offered?
A: Courses are offered on evenings and weekends.
9. Q: How many students are in a typical class?
A: Classes have a minimum of six students and a maximum of twenty.
10. Q: What is the minimum passing grade?
A: A minimum grade point average of 3.0 (B) is required to graduate.
11. Q: Is the program accredited?
A: Yes. Our program is fully accredited by the UAE Ministry of Higher Education. Furthermore, AUS has
recently been granted accreditation by the Middle States Commission on Higher Education in the
United States of America.
12. Q: If I decide that I dont want to complete the entire MA program, is there any other option available?
A: Yes. We also offer a 15 semester credit (5 courses) TESOL Certificate Program for students who
would like to improve their theoretical knowledge and practical teaching skills without completing the
entire MA program.
13. Q: What will the AUS MA TESOL Program prepare me to do exactly?
A: A masters degree in TESOL prepares students to work as teachers of English to students of various
ages and levels of proficiency or as supervisors of English teachers. A masters degree in TESOL also
opens the door to the possibility of further graduate studies leading to a doctoral degree.


For detailed information about
the AUS MA TESOL Program and the TESOL Certificate Program:
http://www.aus.edu/cas/matesol/

Graduate application forms are available
for download from the Office of Admissions Web site:
http://www.aus.edu/admissions/2005/graduate/graduateapplication.php