Mat Comprehensive Exam Format and Area A Reading List

M.A.T.
Comprehensive Exam Format

Exam date: early January (generally the Thursday and Friday before classes begin)
The final evaluation for the M.A.T. in World Languages consists of a six-hour written
examination split into two 3-hour exam days. Each student’s committee will consist of
faculty members to represent each of the three areas: world language pedagogy, linguistics,
and literature/culture.
The format of the written examination is as follows:

Area A. General Education/World Languages Education, Theory, and Pedagogy (120
minutes)
Area B. Literature/Culture (90 minutes). Area B must be answered in the program language.
Area C. Linguistics (90 minutes). Area C also must be answered in the program language.
The exam will be held over two consecutive days.
The written examination will be graded in one of the following ways:
1. Pass all components: no oral examination.

2. Weak pass or fail on one or two components: oral examination. Students may receive a
weak pass or fail due to failure to show mastery of either the written language or the
overall content tested. The oral examination will follow within a two- or three-week
period of the original date of the written exam.
3. Fail all sections: no oral examination will be offered. The student must retake the
written exam near the end of the semester (April/November).
4. In the event of a fail at the oral exam, the student must retake the written exam near
the end of the semester (April/November).
The oral examination, if required, will consist of questions on omissions or errors found in
the written examination, or on amplification of either the tested material or other material
relevant to the student's program of study. At least one area of the oral exam must be in
the program language.
Results of the written and the oral examination will be reported to the M.A.T. Advisor by
the Chair of the exam committee.
The M.A.T. Advisor will compile the questions for the written examination in consultation
with the members of the candidate’s committee. The Chair of the Committee (appointed by
the M.A.T. advisor) will preside over the oral exam.
Reading Lists are language specific for Areas B & C. Students should consult with the
corresponding committee members for a comprehensive reading list for these areas.
General Education/World Languages Education, Theory, and Pedagogy will be the same for
all languages. This reading list is included below.
REVISED M.A.T. READING LIST
M.A.T. in World Languages Degree
Reading List, revised May 2018
Area A: General Education/World Languages Education, Theory, and Pedagogy
Books
Brandl, K. (2008). Communicative Language Teaching in Action: Putting Principles to Work.
Prentice Hall.
Curtain, H. & Dahlberg, C. (2010). Languages and Children Making the Match: New Languages
for Young Learners, Grades K-8. 4th edition. Pearson Education.
Ducate, L. & Arnold, N. (2011) (Eds.). Present and Future Promises of CALL: From Theory and
Research to New Directions in Language Teaching. CALICO: St. Marcos, TX
Glisan, E.W. & Donato, R. (2017). Enacting the Work of Language Instruction: High-leverage
Teaching Practices. Alexandria, VA: American Council on the Teaching of Foreign Languages.
Met, M. (1998). Critical Issues in Early Second Language Learning. Addison-Wesley Educational
Publishers.
Shrum, J.L., & Glisan, E.W. (2015). Teacher's Handbook: Contextualized Language Instruction.
5th edition. Boston: Heinle & Heinle Publishers.
The Keys to the Classroom. ACTFL Publication. Available: http://www.actfl.org [ under books
and publications]
Articles
Abbott, A., & Lear, D. (2010). “The Connections Goal Area in Spanish Community Service-
Learning: Possibilities and Limitations.” Foreign Language Annals, 43(2), 231-245.
Adair-Hauck, B. and Donato, R. (1994). Foreign Language Explanations within the Zone of
Proximal Development. Canadian Modern Language Review, 50, 532-557.
Adair-Hauck, B., Glisan, E. W., Koda, K., Swender, E. B., & Sandrock, P. (2006). The integrated
performance assessment (IPA): Connecting assessment to instruction and learning. Foreign
Language Annals, 39, 359-382.
Blattner, G. & Fiori, M. (2011). Virtual social network communities: An investigation of language
learners’ development of sociopragmatic awareness and multiliteracy skills. CALICO Journal,
29(1), 24-43.
Cerezo, L., Caras, A., & Leow, R. P. (2016). The effectiveness of guided induction versus
deductive instruction on the development of complex Spanish gustar structures: An analysis of
learning outcomes and processes. Studies in Second Language Acquisition, 38(2), 265-291.
Egbert. J, Herman, D., & Chang, A. (2014). To flip or not to flip? That’s not the question:
Exploring flipped instruction in technology supported language learning environments.
International Journal of Computer-Assisted Language Learning and Teaching, 4(2), 1-10.
Espinosa, L. F. (2015). Effective Use of Performance-based Assessments to Identify English

Knowledge and Skills of EFL Students in Ecuador. Theory and Practice in Language Studies,
5(12), 2441. https://doi.org/10.17507/tpls.0512.02
Horwitz, E. K. (2005). Classroom Management for Teachers of Japanese and Other Foreign
Languages. Foreign Language Annals, 38(1), 56-64.
Ibrahim, K. (2017). The impact of ecological factors on game-based L2 practice and learning.
Foreign Language Annals, 50(3), 533-546.
Kinginger, C. (2001). i+1 ≠ ZPD. Foreign Language Annals, 34 (5): 417-425. PB1 .F57 [used it in
511 - NM]
Kissau, S., & Adams, M. J. (2016). Instructional Decision Making and IPAs: Assessing the Modes
of Communication. Foreign Language Annals, 49(1), 105–123.
https://doi.org/10.1111/flan.12184
Knutson, E. (1997). Reading with a Purpose: Communicative Reading Tasks for the Foreign
Language Classroom. Foreign Language Annals, 30 (1): 49-57. PB1 .F57
Loewen, S. (2013). Instructed second language acquisition. The encyclopedia of applied

linguistics.
Long, M. (2017). Instructed second language acquisition (ISLA): geopolitics, methodological

issues, and some major research question. ISLA 1.
Macías, D. F., & Sánchez, J. A. (2015). Classroom Management: A Persistent Challenge for Pre-
Service Foreign Language Teachers. Profile Issues in Teachers’ Professional Development, 17(2),
81–99. https://doi.org/10.15446/profile.v17n2.43641
Rifkin, B. (2003). Guidelines for foreign language lesson planning. Foreign Language Annals,
36(2) 167-179. PB1 .F57
Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language
learning mobile applications. CALICO Journal, 34(2), 243-258.
Shadiev, R., Hwang, W., & Huang, Y. (2017). Review of research on mobile language learning in
authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303.
Steckenbiller, C. (2016). Am kürzeren Ende der Sonnenallee in 140 characters or less: Using
Twitter as a creative approach to literature in the intermediate German classroom.
Unterrichtspraxis, 49(2), 147-160.
VanPatten, B. (2017). Situating instructed language acquisition: facts about second language
acquisition. ISLA 1.
Additional Resources
- South Carolina Academic Standards for Modern and Classical Languages. Columbia, SC: SC
State Board of Education, 2016. https://tinyurl.com/StandardsSC
-World Readiness Standards for Learning Languages:

:https://www.actfl.org/publications/all/world-readiness-standards-learning-languages

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M.A.T.

Comprehensive Exam Format

The format of the written examination is as follows:

The written examination will be graded in one of the following ways:

1. Pass all components: no oral examination.

Area A: General Education/World Languages Education, Theory, and Pedagogy

Espinosa, L. F. (2015). Effective Use of Performance-based Assessments to Identify English

Loewen, S. (2013). Instructed second language acquisition. The encyclopedia of applied

Long, M. (2017). Instructed second language acquisition (ISLA): geopolitics, methodological

-World Readiness Standards for Learning Languages:

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